€¦ · form b. form b – course specification template – aug 17 page 1 of 56 . course...

FORM B

Form B – Course Specification Template – Aug 17 of 56

Course Specification Please refer to the Guidance for the Completion of Course Approval Documentation and the QAA UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards: Chapter A3 - Securing Academic Standards and an Outcomes-Based Approach to Academic Awards: http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a

Name of the final enrollable award(s): (e.g. FdA / FdSc / BA (Hons) / BSc (Hons) / MSc)

Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health), with eligibility to apply for registration with the NMC

Course title: e.g. (Digital Media Arts) e.g.(higher apprenticeship /degree apprenticeship –higher apprenticeship data analyst)

Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health), with eligibility to apply for registration with the NMC

Level:

4 5 6

Credits:

120 credits (Stage 1) 120 credits (Stage 2) 120 credits (Stage 3) = 360 credits plus successful achievement of the End Point Assessment

Exit awards, level and credits: (where applicable)

Award Credits Academic Level

Condition

Certificate of Higher Education Healthcare

120 4 Not eligible to apply for registration with the NMC

Diploma of Higher Education Healthcare

120 120 =Total 240

4 5

Not eligible to apply for registration with the NMC

BSc Healthcare 120 120 60 = Total 300

4 5 6


BSc (Hons) Healthcare

120 120 120 = Total 360 End Point Assessment not achieved

4 5 6


Please note- Aegrotat awards do not provide eligibility to apply for registration with the NMC

If a Higher or Degree Apprenticeship, state the standard it will map to

Degree Apprenticeship - Registered Nurse Standard ST0293/01

http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a

Form B –Course Specification of 56

School: College of Nursing, Midwifery and Healthcare (CNMH)

Subject: Nursing (Adult, Mental Health)

Academic Partners: (where applicable) Note: Approval for an Academic Partner to deliver a Course requires an additional approval event.

N/A

Document version: 4

Date document completed: April 2018

Document completed by: Regina Holley

1. Awarding body/Institution

University of West London

2. Teaching institution

University of West London

3. Admissions criteria

The entry requirements for the Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health) are listed below: 1). Eligibility (encompassing residency), Job Role and Sponsorship Applicants must:

• Provide evidence they meet the Education and Skills Funding Agency (ESFA) rules. • Have the right to work in England and be one of the following:

o A citizen of a country within the European Economic Area (EEA) (including other countries determined within the EEA or those with bilateral agreements), or have the right of abode in the UK, and have been ordinarily resident in the EEA (including other countries determined within the EEA or those with bilateral agreements), for at least the previous three years on the first day of learning.

o OR a non-EEA citizen with permission from the UK government to live in the UK (not for educational purposes) and have been ordinarily resident in the UK for at least the previous three years before the start of learning.

• Be employed in a health or social care organisation as a healthcare assistant or equivalent and be working full-time.

• Have a sponsoring manager and support from the employing organisation to ensure commitment (including release to attend off-the-job training). The employer will also need to commit to the apprentice’s supernumerary status when undertaking practice placement blocks.

2). Age Where applicants are aged under 18 years at the point of application, Admissions will check they will reach 18 years of age, when they commence their first practice placement in stage 1 of the apprenticeship (Level 4). Where applicants do not meet this requirement, they will be offered the opportunity to defer their application to the next available intake.


3). Academic Requirements Applicants will hold:

• 80 UCAS tariff points • Mathematics and English Language GCSE Grades 9-4 OR equivalent i.e. Functional Skills

Mathematics and English Level 2* • Care Certificate or equivalent

OR

• Access to Higher Education Diploma in nursing/health or social care/science with a minimum

of 60 credits (45 at Level 3 and 15 at Level 2), with a Pass/Merit profile. The Access to Higher Education Diploma must contain level 2 numeracy and literacy, alternatively applicants must hold GCSE Grades 9-4 in English Language and Mathematics.

*As such candidates will meet the English and Maths ‘Degree Apprenticeship - Registered Nurse Standard ST0293/01’ gateway criteria on entry. A range of equivalent qualifications will also be considered. Full details: https://www.uwl.ac.uk/international/your-country-international Please also see: https://www.naric.org.uk/ In line with the European Directive 2005/36/EC, Adult Nursing field applicants will hold the required 10 years of general education. Applicants will have undertaken academic study within the last 5 years.

Applicants from outside the European Economic Area (EEA) who meet the ESFA funding requirements and do not have the equivalent of GCSE English Language at Grades 9-4, will require an overall IELTS (International English Language Testing System) of 7.0 with a minimum of 7.0 in Writing, Speaking, Reading and Listening.

4). Evidence of Good Character and Health All offers are subject to:

• A satisfactory Enhanced Disclosure and Barring Service (DBS) check* • Occupational health clearance* • A minimum of 1 satisfactory character reference from suitable referee (i.e. line manager)*

*To be undertaken and funded by the employer. UWL will require confirmation the checks have been completed. 5). Motivation

• Applicants should demonstrate motivation, interest, and insight into the requirements of the apprenticeship and be able to clearly articulate a rationale for choosing adult nursing/mental health nursing (to be evidenced via the individual interview).

https://www.uwl.ac.uk/international/your-country-international

https://www.naric.org.uk/


Selection Process Applicants are required to attend a jointly facilitated (UWL and employer) values based selection event, reflecting the 6C’s (care, compassion, competence, communication, courage, commitment https://www.england.nhs.uk/leadingchange/about/the-6cs/) and NHS constitution (https://www.gov.uk/government/publications/the-nhs-constitution-for-england). The aim of the selection process is to ensure candidates demonstrate an interest in the nursing profession, understand the demands of the apprenticeship, can evidence good communication skills, demonstrate ability to learn from previous experiences and display the values and beliefs aligned to the NHS constitution. The selection process includes a:

• Mathematics and English diagnostic testing using bksb® or equivalent software to assess the level each apprentice is working at

• Group activity • Individual interview with academic, employer and service user/carer representation

Employers and service users/carers, are actively involved in the recruitment process (observe the group activity and act as panel members for the individual interviews). Where the employer and UWL agree the offer, the applicant is required to apply through the University application system. At this stage the applicant will be screened for eligibility according to the ESFA funding rules AND to ensure they meet the requirements for the apprenticeship standard. Where an offer is not made feedback will be made available to the applicant within 5 working days. Accreditation of Prior Learning (APL) The University has well established and robust processes for managing APL. This encompasses:

• Accreditation of Prior Certified Learning (APCL) - learning that has been recognised previously by an education provider and which is demonstrated by formal certification.

• Accreditation of Prior Experiential Learning (APEL) - learning achieved by reflecting on experiences outside formal education and training systems.

Applicants are invited to apply for APL to the Course Leader. A maximum of up to 50% of the apprenticeship can be APL’d (NMC, 2010 Standards for Pre-registration Nursing Education). All requests (encompassing both APCL and APEL) will be ratified by the University’s Accreditation Committee and reviewed and approved by the associated external examiner, prior to the start of the apprenticeship. A reduction in the length of the apprenticeship following a successful APL claim, will result in the cost of the apprenticeship being reduced accordingly (this does not affect the cost of the End Point Assessment, which remains the same). Changes to the duration of the apprenticeship will not result in a delivery of less than the minimum apprenticeship standard of 377 days (ESFA funding regulations). An official transcript will be required to provide evidence of the learning undertaken. The Course Leader will map this to the UWL Nurse Degree Apprenticeship outcomes and course requirements, to ensure all progression criteria have been met in both theory and practice, for the relevant part of the apprenticeship. For Adult Nursing the Course Leader will ensure the requirements of the European Directive 2005/36/EC will be met in full.

https://www.england.nhs.uk/leadingchange/about/the-6cs/

https://www.gov.uk/government/publications/the-nhs-constitution-for-england


Specific considerations in relation to APL: Applicants who have successfully completed the UWL Foundation Degree in Health and Social Care (Assistant Practitioner) UWL have mapped this course to the Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health), to ensure progression points align and are met in accordance with the NMC (2010) Standards for Pre-registration Nursing Education. Applicants will have met the requirements of progression point 1 and will be eligible to join the NDA at the beginning of Stage 2 of the apprenticeship. Evidence of good health and good character will be checked for all applicants requesting entry via this route (as detailed on page 3), in addition the applicants will undergo the selection process (as detailed on page 3). Applicants who have successfully completed the UWL Higher Apprenticeship in Health (Assistant Practitioner) and Foundation Degree UWL have mapped this course to the Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health), to ensure progression points align and are met in accordance with the NMC (2010) Standards for Pre-registration Nursing Education. Applicants will have met the requirements of progression point 1 and 14 weeks of stage 2 of the course. This is shown on the course planner (Appendix One). Evidence of good health and good character will be checked for all applicants requesting entry via this route (as detailed on page 3), in addition the applicants will undergo the selection process (as detailed on page 3). Applicants who have successfully completed the UWL Nursing Associate Foundation Degree (Pilot)/Higher Apprenticeship Nursing Associate and Nursing Associate Foundation Degree UWL have mapped this course to the Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health), to ensure progression points align and are met in accordance with the NMC (2010) Standards for Pre-registration Nursing Education. Applicants will be eligible to join the NDA at 1 year 10mths. They will then complete the remaining 2 years and 2 months of the course. Evidence of good health and good character will be checked for all applicants requesting entry via this route (as detailed on page 3), in addition the applicants will undergo the selection process (as detailed on page 3). Applicants who have undertaken courses at other HEIs An official transcript will be required to provide evidence of the learning undertaken. The Course Leader will map this to the UWL course outcomes and course requirements, to ensure all progression criteria have been met in both theory and practice, for the relevant part of the course. For the Adult field the Course Leader will ensure the requirements of the European Directive 2005/36/EC will be met in full. APL of Practice Hours Any previous practice experience must have been assessed and evidenced and will be mapped to the appropriate progression point in the Pan-London Practice Assessment Document. Candidates who do not meet the requirements of practice, would be able to APL in relation to theory and undertake the practice learning as part of the apprenticeship. This will be negotiated on an individual basis with the Course Leader.


Initial Registration and On-going Monitoring

• Following recruitment, details on learners will need to be uploaded onto the Contracting Authority’s Digital Apprentice Service (DAS) account and UWL selected as the training provider.

• Individual learners will also be required to enrol with the University via UWL’s electronic student records system. UWL include the learners in its monthly Individual Learner Return submission to the ESFA.

• The Course Leader will confirm the number of actual starters and there will be communication with the employer if the number/names uploaded on the Digital account and the University’s student records system do not match the record of those who have enrolled.

• Numbers on the course will continue to be monitored by the Course Leader, with any changes to numbers, together with reasons for step-ons or deferrals reported to the employer and to the appropriate University Committee.

4. Codes

UCAS Code A

UCAS Code B For apprenticeships

JACS Code

Other

5. Professional, Statutory and Regulatory Body accreditation (if applicable) This apprenticeship requires approval by the Nursing and Midwifery Council, via a major modification event scheduled for the 21st June 2018. The UWL approval will also take place on this date.

6. Career and progression opportunities and employability skills

On successful completion of this apprenticeship, apprentice’s will be awarded the Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health) and will be eligible to register with the Nursing and Midwifery Council (NMC) in the relevant field of practice.

A career in Adult or Mental Health nursing is exciting, rewarding and challenging with many varied opportunities for personal development and role diversity. Examples of areas in which apprentice’s may be employed as a Band 5 registered nurse, following successful completion of this apprenticeship include:

Adult Nursing:

• Urgent and emergency care • Acute and critical care • Long term care • Out of hospital care / community • Care of older people • Variety of specialities i.e. cancer care, neurology, stroke • Outpatients


Mental Health Nursing:

• Psychiatric intensive care unit (PICU) • Inpatient mental health ward • Home treatment rapid response team • Outpatients unit • Specialist unit (eating disorder) • Child and adolescent mental health services (CAMHS) • Community mental health team • Older people's mental health and healthy aging services • Mental health rehabilitation services • Single point of access service • High secure services • Residential centre • Client's own home

It is expected the apprentice will be employed within their employing organisation on successful completion of the apprenticeship.

With experience, registered nurses may also decide to move into education, management or clinical academic careers. Registered nurses will be committed to lifelong learning, meeting the NMC requirements in relation to revalidation every three years, ensuring skills and knowledge remain contemporaneous.

The Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health) facilitates access to higher levels of post-registration study at postgraduate and Doctoral level.

The development of transferable, employability skills are embedded in the apprenticeship through a focus on developing Enterprise, Digital Literacy and a Global Outlook.

7. Location of delivery

St Mary’s Road Brentford X Reading X

Partner

Include address of partner delivery site: Elements of delivery may be offered on

organisations site in negotiation with employers

8. Mode of delivery

(Copy and paste this symbol - into all the following that apply)

Full time Part time Part time intensive Work-based element of learning*

Distance Learning With Placement Year Other

If other, please specify: Apprenticeship


*Work-based learning - if the course includes work-based learning elements, please specify below: a. Is employment in a particular work role necessary to complete assessments? b. Are work placements an essential part of the course? (Examples of work experience and

employer engagement are requested in section 27)

a. Employment in a health care setting is necessary to apply and complete the apprenticeship and to achieve practice outcomes and is a formal requirement to be funded through the ESFA.

b. Practice placement blocks are an essential element of the funding requirements and are required to meet the current Standards for Pre-registration Nurse Education (NMC 2010) and the Nursing Degree apprenticeship standard. Practice placements will take place in a variety of settings where people access care.

9. Planned course duration (number of years) (Higher and Degree Apprenticeships have a minimum duration 1 year and 1 day.)

Full Time Full Time with Placement Year

Part Time 4

years* Part Time with Placement Year

*duration of the apprenticeship

10. Sequencing within the academic calendar (Copy and paste this symbol - ) September only start February only start September and February start

Other If other, please specify: As

required by employers

11. First date of delivery of the course (month and year) September 2018

12. Language of study

English


13. Formalised Links with External Organisations/Industrial Partners

The College of Nursing, Midwifery and Healthcare has excellent established partnerships with local healthcare organisations (NHS and Private, Voluntary and Independent) in both London, Hampshire and across the Thames Valley. UWL plan to work with existing partners to deliver the Nurse Degree Apprenticeship (subject to successful procurement activity). Our current NHS partners are detailed below: London

• Chelsea and Westminster NHS Foundation Trust • London North West Healthcare NHS Trust • Central and North West London NHS Foundation Trust • West London Mental Health NHS Trust • Ashford and St. Peter’s Hospitals NHS Foundation Trust • Hounslow and Richmond Community Healthcare NHS Trust • Central London Community Healthcare NHS Trust

Thames Valley

• Royal Berkshire NHS Foundation Trust • Berkshire Healthcare NHS Foundation Trust • Frimley Health NHS Foundation Trust • Hampshire Hospitals NHS Foundation Trust

The Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health) is aligned to UWLs currently approved BSc (Hons) Nursing course. However, comprehensive stakeholder engagement has informed the apprenticeship structure and the embedding of the apprenticeship requirements. The following meetings have been held with stakeholders (employers, current students and career/service user representatives). London

• 22nd March 2018 • 10th April 2018 • 8th May 2018

Thames Valley

• 22nd February 2018 • 2nd May 2018

A summary of the outcome of the stakeholder feedback is available in Form E.


14. Student support arrangements, including ‘In-Company’ support for Apprenticeships

Throughout the course, the apprentice will have access to a variety of sources of support, including support from the course leader, module leaders, personal tutors and the Apprenticeship Support Link Tutor. This support will be supplemented by the University wide Learning Skills Development via the student services and the student engagement team. Apprentice / Student Support Services A key challenge for the nurse degree apprentice may be their work-life balance. The UWL Student Support Services offer professional services which are free, impartial and confidential. They offer information, advice and guidance to students in a variety of ways e.g. face-to-face, telephone, email, Skype. Examples of the teams and the services provided include the following: Support Teams Example of services Student Union Services Student Engagement Teams Academic Skills Workshops team Student Advice Teams (money and finance issues Student Counselling and well-being teams Disability and Mental Health team

o Student advice o Accommodation and Housing Rights o Benefits o Counselling and Faith o Disability and Mental Health advice and

Support o Funding and Bursaries o Hardship funds o Immigration (Visa) o Money Management o Chaplaincy o Careers and Employment Services

Student advice, help and support is further detailed in the Student Handbook with regard to University facilities, services and current policies: http://www.uwl.ac.uk/students/current-students/student-handbook The Personal Tutor and Apprentice Support Link Tutor will signpost these services for the apprentice.

• Students' Union

When the apprentice enrolls onto the course, they automatically become a member of the University of West London Students' Union (UWLSU). The UWLSU is dedicated to the interests and needs of all learners, and is affiliated to the National Union of Students.

• The Apprentice with a Disability In accordance with Equality Act (2010), the University is committed to a policy of equal opportunities for learners with disabilities or a specific learning difficulty. The apprentice with an additional learning need (e.g. dyslexia or dyspraxia) will be invited to make an appointment with a Disability Adviser to discuss their diagnostic assessment, in order that an Individual Support Plan (ISP) can be put in place for the duration of the course. The Wellbeing Team will assist in arranging a diagnostic assessment with an Educational Psychologist or other Specialist for the apprentice who does not already have one.

The Wellbeing team will explain the importance of the apprentice disclosing learning support needs to their Course Leader, Personal Tutor and employer, in order that they can be supported appropriately. The ISP cannot be back dated, as such support is only offered following issue.

http://www.uwl.ac.uk/students/current-students/student-handbook

http://www.nusonline.co.uk/


Any apprentice with a declared/identified disability will receive support funded directly from the ESFA (not the levy).

The team also provide assistance in: arranging support workers, e.g. study skills tutors, communication support workers; liaison with College staff; a service to provide books in alternative formats to disabled apprentices who cannot access printed materials; extra library support. Extended Introduction (Induction) A comprehensive 5 day induction programme (week 1), which precedes the first teaching week in stage 1 (academic level 4), is provided for all new apprentice’s. This provides an introduction to both the University, College of Nursing, Midwifery and Healthcare and orientates them to their chosen apprenticeship. It recognises the challenges of being employed whilst undertaking an academic course of study and the services and support available to the apprentice. It will include:

• Welcome • Enrolment and completion of the Commitment Statement • ID cards and attendance requirements • Meeting the apprenticeship delivery team (Course Leader, Module Leaders, Personal Tutor,

Apprenticeship Support Link Tutor, Practice Mentor) • Introduction to and overview of the central University support services (as detailed above) • Introduction to the Library, on-line learning platform (Blackboard) and Campus Press (e-portfolio) • Getting to know each other • Requirements and expectations of the apprenticeship, use of social media and introduction to

Fitness to Practise • Key information sets:

o Student Handbook (University’s facilities, services and current regulations) o Academic Regulations o Nurse Degree Apprenticeship BSc (Hons) Nursing (Adult, Mental Health) Course

Handbook o Module Study Guides o Practice Assessment documents

• Introduction to simulation and policies • Introduction to the principles of feedback, feed forward and the forms this takes:

o Marks to indicate the standard achieved o Written comments on coursework o Completed assessment marking grids o Verbal feedback to individuals and groups o Verbal and written feedback from mentors/supervisors, employers, Apprentice Support

Link Tutor, service users in practice o Generic feedback on assessment tasks via Blackboard

In addition, at the start of each stage of the apprenticeship, the Course Leader will set in context the modules the apprentice will study and the associated assessments and how these will help develop their knowledge, skills and behaviours, as the apprenticeship progresses. At the start of each module, the apprentice is introduced to the module guide and Blackboard sites. The module guide gives an outline of the module content, learning outcomes, timetable, a reading list and details of how the module is assessed.


Student Support and Guidance for Learning There are a variety of sources of support available for the apprentice both in the University and in Practice:

• Personal Tutor (PT) The apprentice’s chance of success is significantly enhanced through an increased sense of belonging and identity, which they recognise primarily through their subject and course. To this end every apprentice will be allocated a ‘field specific’ personal tutor who is registered with the NMC. The rationale is to provide consistent support, through an identified first point of contact. The personal tutor will help facilitate the apprentice’s personal and professional development and help to foster a commitment to lifelong learning. Through regular contact the PT will enhance each apprentice’s experience and maximise their potential to achieve, progress and complete, enabling entry to the workforce as a registered nurse. To support this the PT will have access to the Student Attendance Monitoring System (SAMs) and the “CIVITAS” software, which together, provide a monitoring and reporting system for each apprentice’s attendance behaviours, submission of assignments and module grades. This allows for early identification of apprentice’s who may be facing challenges and who may need additional support. Personal tutors may be the Apprenticeship Support Link Tutor (ASLT). Where they are not, they will be responsible for reporting concerns regarding apprentices’ progress to the ASLT.

• Course Leader The Course Leader is responsible for participating in recruitment, organising teaching in the University, supporting practice placement teaching opportunities and monitoring/evaluating the apprentice experience. They liaise with the Apprenticeship Support Link Tutor, Personal Tutor and employers as well as the course team and UWL Head of Practice.

• Module Leader Module leaders are responsible for the management, delivery and assessment of specific modules/supporting the module team with these activities. They will:

o Assist the apprentice in interpreting the module learning outcomes and content of the learning materials i.e. act as subject experts

o Develop the teaching and learning resources including Blackboard and provide support in relation to Turnitin and Campus Press

o Support the apprentice to complete assessments o Provide formative and summative feedback o Motivate and encourage the apprentice

• College of Nursing, Midwifery and Healthcare Student Experience Forum

Apprentices’ will participate in a student experience forum which is held twice a year. This is an opportunity to share with the University, their experiences of academia and life within the University and to gather feedback on the positive aspects of their course and enable issues of concern to be addressed. An agenda and minutes are available and feedback to learners is disseminated through a ‘You said’/‘We did’ communication via the UWL Blackboard site and in the Module Study Guides.


• Mentor In the practice placement blocks, it is expected the apprentice will be supported by a: Mentor The mentor is a registered nurse who is responsible for supporting and assessing each apprentice’s progress whilst in practice placement blocks and meets the stipulated requirements (NMC, 2008 Standards to Support Learning and Assessment in Practice). Each apprentice is allocated a named mentor and may also be allocated a supervisor. The mentor will ensure the apprentice is given the necessary support during their time in placement and will provide advice on the achievement of learning outcomes. It is an NMC requirement that whilst giving direct care in the off-the-job practice placements, at least 40% of an apprentice’s time must be spent being supervised (directly or in-directly), by a mentor/practice teacher (NMC, 2008 Standards to Support Learning and Assessment in Practice). At other times the apprentice may work with other members of the health and social care team. The mentor will undertake the initial, mid-point and final interview and is responsible for making the final judgement and completing the apprentice’s On-going Achievement Record. Where concerns are raised regarding an apprentice’s progress the Apprenticeship Support Link lecturer will provide guidance to the mentor, apprentice and employer as required. Additional support will also be provided to the apprentice by the Personal Tutor. Sign-off Mentor In stage 3 of the apprenticeship the apprentice will undertake a minimum of a 12 week placement. The sign-off mentor, will be a ‘field-specific’ NMC registered mentor, who has met additional NMC requirements, in order to be able to make judgements about whether the apprentice has achieved the overall standards of competence, required for entry to the register at the end of the course. The sign-off mentor will spend the equivalent of an hour per week with each apprentice. This is in addition, to the 40% of time the apprentice will be supervised by a mentor (NMC, 2008). Apprenticeship Support Link Tutor (ASLT) The ASLT will provide the link and support effective lines of communication between the individual apprentice, their employer and the University. The ASLT will undertake a workplace review with the apprentice, mentor and employer 6-8 weeks following commencement of the course and every 10 weeks thereafter. Progress and actions will be documented via the Practice Assessment Document and recorded in the online portfolio, Campus Press. Contract Manager

The named contract manager will respond to any employer generated concerns within 48hrs and will facilitate quarterly and annual contract review meetings (ASLT, Course Leader and employer), monitoring the quality of the provision and promoting a continuous approach to enhancement. • Student Portal (UCISA) The apprentice has access to UWLs award-winning Student Portal (UCISA 2013), which has been specifically designed to enable communication and interaction with the apprentice on their modules and with their academic Schools. This is made possible through data integration with the Student Record System, which enables the apprentice to view bespoke noticeboards and websites for their School. The


apprentice will also benefit from Office 365 technology, which provides a customisable website, email account and document storage space within the Cloud, where they can set up communities and blogs. The Student Portal provides the apprentice with a gateway into all key University systems upon which their academic journey is monitored and tracked. They can update their personal data, access BlackBoard and view their academic progress and timetable. It also provides a navigation method for the apprentice to easily find out about the University: the Library, Employability, Student Support and Campus Life. • Practice Education Portal (PEP) and Support for Placements The apprentice and mentors can access the PEP for information regarding practice learning and assessment. The portal provides the apprentice with information on each placement, including contact and travel details, learning opportunities and any preparation required prior to commencing the placement. A range of resources and information (including policies) are available to mentors and the apprentice on the PEP, which also has an alert system if new or important information needs to be highlighted. www.uwl.ac.uk/pesu The UWL Practice Education Support Unit (PESU) are responsible for planning the placements for this apprenticeship, in liaison with practice partners. This in order they have experience of the types of practice learning experiences determined by the NMC (2010) Standards for Pre-registration Nursing Education and for Adult Nursing the EU Directive (2005/36/EC).

15. Aims of the course

The underpinning philosophy of this apprenticeship reflects the vision of the Government and the nursing profession, to enrich the nursing workforce by widening the participation to University education and training, for the non-traditional learner.

The aim is to support the personal and professional development of the apprentice to ensure they are equipped with the knowledge, skills and behaviours needed by employers, whilst developing their own future careers. The apprentice will become a qualified autonomous practitioner who will demonstrate the values, competencies, knowledge, skills and behaviours that underpin safe and effective practice. They will manage their continuous professional development to ensure that they can contribute to high quality care to patients and their families across the life course, whilst maintaining their safety.

This apprenticeship will prepare the apprentice to meet the professional standards of the Nursing and Midwifery Council (2010) Standards for Pre-registration Nursing Education and the Institute of Apprenticeship Degree Apprenticeship - Registered Nurse Standard ST0293/0. It will enable the graduate apprentice to join the healthcare workforce as a registered nurse in their field of practice.

16. Content of the course by level (UG)

The content of the apprenticeship is designed to meet the requirements of the:

• NMC (2010) Standards for Pre-registration Nursing Education • NMC EU Directive 2005/36/EC for Adult Nurses • Degree Apprenticeship - Registered Nurse Standard ST0293/01 • Workforce needs of healthcare providers/Trust partners

http://www.uwl.ac.uk/pesu


The following learning outcomes are taken from the NMC (2010) Standards for Pre-registration Nursing Education and align with the generic descriptors for level 6 awards set out by the UK Quality Assurance Agency (QAA). The graduating Nurse Degree Apprentice will be able to:

• Deliver high quality essential care for all • Deliver complex care to service users in respective field of practice • Act to safeguard the public, and be responsible and accountable for safe, person-centred,

evidence-based nursing practice • Act with professionalism and integrity, and working within agreed professional, ethical

and legal frameworks and processes to maintain and improve standards • Practise in a compassionate, respectful way, maintaining dignity and wellbeing and

communicating effectively • Act on their understanding of how people’s lifestyles, environments and the location of care delivery influence their health and wellbeing • Seek out every opportunity to promote health and prevent illness • Work in partnership with other health and social care professionals and agencies, service users, carers and families ensuring that decisions about care are shared • Use leadership skills to supervise and manage others and contribute to planning, designing,

delivering and improving future services. The incremental nature of the course structure is described below: Stage One – Academic Level 4 The level 4 modules studied during stage one of this course are designed to provide a sound platform of learning to support the higher levels of the course and to stimulate and maintain the apprentice’s interest in health and nursing care. They aim to develop the apprentice’s knowledge of self in relation to learning needs, clinical knowledge, the history and context of the NHS and wider health care provision and the key issues facing society in relation to health and wellbeing. The level 4 modules provide a foundation in the key subject themes of anatomy and physiology, promoting heath, reflective practice and safeguarding. In addition, the development of recognition of professionalism and the respect of key values of nursing practice that are fundamental to the framework of the NHS. Simulation will be used to enhance all modules but particularly the Fundamentals of Nursing Practice and SEARCH for Health incorporated as part of Essential Skills for Higher Education and Healthcare module. At level 4, this will develop the apprentice’s understanding and knowledge of higher education and the importance of identifying knowledge to enhance ‘personal’ knowing and clinical skills development. In addition to this, a general introduction to the University and its facilities, to team-building and to study skills and key skills are included. Stage Two – Academic Level 5 The level 5 modules in stage two build on the learning and skills acquisition in level 4 and introduce the apprentice to some more complex and challenging issues facing health care provision. The emphasis at this level is to develop the operational and clinical knowledge required to manage patient care in a variety of contexts and to recognise the impact of internal and external factors on clinical decision making. Stage Three - Academic Level 6 The level 6 modules at stage three of the apprenticeship aim to further develop the apprentice into a confident, authentic, courageous and innovative practitioner, who in demonstrating compassion and commitment, will build trust with patients, their families and the wider health care team. The apprentice will demonstrate competency in leading care and provide insight into the complexities and challenges


of contemporary health care provision. Their individual academic development to graduate level is aided through a research-based improvement project plan. Throughout the course, the apprentice will be expected to exercise initiative and take responsibility for their learning. This will be reflected in their ability to work to assessment deadlines, independently and with their peers. A range of transferable skills and competences such as oral and written communication are developed across and between levels and in doing so, provide a foundation and aspiration for life-long learning. Successful completion of the course is an indication of competence as an academic practitioner and an apprentice’s ability to confirm/repudiate and apply existing theory and knowledge and demonstrate clinical competency in their chosen field of nursing. Literacy and Numeracy Support requirements identified through the process of numeracy and literacy testing at recruitment will be added to each individual apprentice’s training plan which is summarised in their individual “Commitment Statement” –the tri–party agreement which the ESFA requires to be signed by the apprentice, their employer and the University.

Numeracy skills will be developed in both theory and practice throughout the apprenticeship in a variety of ways, which include medication dosage calculations and calculation of fluid balance and fluid requirements. The apprentice will be required to pass the following tests:

• Stage 1 (level 4) – safeMedicate* – Pass Mark 100% - this is a progression requirement of stage 1 (level 4) of the course.

• Stage 2 (level 5) – safeMedicate – Pass Mark 100% - this is a progression requirement of stage 2 (level 5) of the course.

• Stage 3 (level 6) – safeMedicate – Pass Mark 100% - this is a completion requirement of the course.

In addition to the above, in practice in stage 1 (level 4) apprentices will be assessed in relation to basic medicines calculations, understanding of the legal and ethical frameworks related to safe administration of medication and in stages 2 (level 5) and 3 (level 6) the apprentice is required to complete a medicines management assessment, which will include drug calculations.

*On-line simulation related to medication safety, which includes drug calculations. Literacy is developed and enhanced in the stage 1 (level 4) module Essential Skills in Higher Education and is developed across stages 2 (level 5) and 3 (level 6) via written coursework and module assessments. The evidence of this development will be captured in the apprentice’s Personal and Professional Development Portfolio (PPDP). In practice, literacy skills will be developed through the writing of reports, care plans and documentation of practice learning, in the Practice Assessment Document. The following themes will run through the course, from Levels 4 through to 6:

• Key skills to be a learner in higher education • Care and communication (encompassing therapeutic relationships) • Safeguarding and risk • Resilience • Professional values and accountability • Life, social, health and behavioural sciences • Physical and mental health assessment • Clinical decision making and problem solving skills • Interprofessional learning and team working • Working in partnership with service users and carers • Health and well-being


• Use of research to inform practice and evidence based practice • The application of theory to practice • Leadership and management of care • Reflection, preparation for registration and lifelong learning

The apprentice can expect the learning, assessment and practice experiences to become more challenging as the course progresses.

17. Summary of the Course for the HEAR transcript

UWL offer the Nurse Degree Apprenticeship, BSc (Hons) Nursing course in the fields of:

• Adult • Mental Health

UWL also have a wide range of Continuing Professional Development courses enabling the development of further learning and professional skills.

The apprentice will be trained in care delivery management underpinned by current research. UWL’s instruction focuses on:

• patient care and needs • conducting observation and assessment • planning and delivering the most appropriate care • evaluating the results, in both hospital and out of hospital settings • communicating effectively and compassionately • providing a positive care experience • working effectively as part of a multi-disciplinary team

UWL’s staff are committed, passionate, subject specialists. UWL also works in conjunction with their partners in the NHS, the voluntary and the independent sector, thus facilitating the alignment of practical experiences with academic study.

Support will be received throughout the apprenticeship from academic and practice staff (including the Apprenticeship Support Link Tutor) and the apprentice’s personal tutor who will provide guidance and advice. https://www.uwl.ac.uk/hear/information-student

https://www.uwl.ac.uk/academic-schools/nursing-midwifery/continuing-professional-development/cpd-courses

https://www.uwl.ac.uk/academic-schools/nursing-midwifery/nursing/partners

https://www.uwl.ac.uk/academic-schools/nursing-midwifery/nursing/partners

https://www.uwl.ac.uk/hear/information-student


18. Module list (including pre-requisites for PSRBs only) If a module is new, please enter ‘New’ in the Code column, otherwise use existing module codes *Existing codes have been provided for reference, however new codes will be allocated to all modules signifying they are part of an apprenticeship.

Module Title Code* Level Credits Pre-requisites Core Optional Stage One Essential Skills for Higher Education and Healthcare

NS40013X 4 10 Entry N/A

SEARCH for Health PC40006X 4 10 Entry N/A

Fundamentals of Nursing Practice NS40016X 4 30 Entry N/A

Promoting Individual Health NS40015X 4 20 Entry N/A

Protection of Vulnerable People NS40018X 4 20 Entry N/A

Lifespan Development - Normal Anatomy and Physiology

NS40014X 4 20 Entry N/A

Introduction to Professional Practice NS40019X

4 10 Entry N/A

Stage Two Nursing Practice and Decision Making 1

NS50088X 5 30 Complete and pass stage one

N/A

Understanding Altered Physiology NS50086X 5 20 Complete and pass stage one

N/A

Principles of Pharmacology and Medicines Management

NS50087X 5 20 Complete and pass stage one

N/A

Becoming an Effective Practitioner NS50085X 5 20 Complete and pass stage one

N/A

Introduction to Public Health NS50089X 5 20 Complete and pass stage one

N/A

Developing Professional Practice NS50090X 5 10 Complete and pass stage one

N/A

Stage Three

Research in Practice NS60157X 6 20 Complete and pass stage two

N/A

Leading and Managing Care Services NS60160X 6 10 Complete and pass stage two

N/A

Nursing Practice and Decision Making 2

NS60159X 6 20 Complete and pass stage two

N/A

Advancing Nursing Practice PC60056X 6 20 Complete and pass stage two

N/A

Evaluating and Advancing Nursing Practice (Dissertation)

NS60158X 6 40 Complete and pass stage two

N/A


Autonomous Professional Practice NS60162X 6 10 Complete and pass stage two

N/A

19a Mode of delivery Apprenticeships

The Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health) is four years duration. The apprentice will undertake the UWL BSc (Hons) Nursing (Adult, Mental Health) component over 3 years and 8 months. Following successful completion of the gateway criteria and with agreement from the employer, they will have 4 months to undertake the End Point Assessment. Delivery will be in the form of ‘blocks’ comprising of the following:

• Employer blocks - the apprentice will be rostered as a member of staff, annual leave will be taken during this time (to be negotiated with employer)

• Theory blocks - encompassing induction and scheduled Personal Tutor/assessment support time

• Practice blocks - encompassing x1 preparation for practice week in stage 1 - the apprentice will be supernumerary during these blocks

Please refer to the course planner for further details (Appendix Two). Intake dates will be subject to employer demand and successful procurement activity. It is expected there will be a minimum of one run in the 2018/19 academic year. The Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health) is aligned to our current approved BSc (Hons) Nursing (Adult, Mental Health, Child, Learning Disabilities) course. There has been no change to the modules which comprise the academic award, summative assessments, course requirements or the practice partners/employers we will work with. The differences are in relation to the structure (stages 1, 2, 3 rather than years 1, 2, 3) and the support and regulation embedded to meet the apprenticeship requirements. As such the course meets the NMC requirements for a minimum of 4,600 hours of learning (50% theory/50% practice). The apprenticeship standard requires the apprentice to have a minimum of 20% “off-the-job” learning. 20% equates to 1,482hrs (37.5hrs x 52 weeks x 3.8 duration of on programme learning, divided by 100, x 20) 1,482hrs is achieved via the following: Theory:

• Direct contact teaching Stage Total Number of Direct

Classroom Based Teaching Hours

1 – Academic Level 4 192 2 – Academic Level 5 168 3 – Academic Level 6 192 552

Practice:

• 2325hrs of practice learning will be undertaken during the BSc (Hons) Nursing (Adult, Mental Health) element of the apprenticeship.

• A minimum of 40% of these hours will be spent learning with an allocated mentor.


• 40% of 2325 hrs = 930 hrs Theory and practice modules are carefully designed to facilitate the integration of theory to field specific practice.

19b Course Structure diagram indicating the Module Delivery Plan The apprenticeship consists of two components:

• UWL BSc (Hons) Nursing (Adult, Mental Health) (3 years and 8 months duration) And Degree Apprenticeship - Registered Nurse Standard ST0293/01 End Point Assessment (4 months)

The end point assessment comprises two elements:

• Reflective essay – completed under controlled and timed conditions – max 2 hrs AND

• Scenario with Professional discussion – 60 minutes

The end point assessment will be triggered by UWL after the apprentice has completed (and passed) the BSc (Hons) Nursing (Adult, Mental Health) component and the employer is convinced of the ‘readiness’ of the apprentice. Refer to pages 41-42 for further detail. End point assessments are carried out by staff from independent end-point assessment organisations on the Education and Skills Funding Agency’s Register of Apprentice Assessment Organisations. An overview of the course structure diagram is provided over the page:


The UWL BSc (Hons) Nursing component will consist of 19 compulsory modules, with the expected duration for completion being 3 years and 8 months. Following successful completion of the gateway requirements and agreement of the employer, the apprentice will be eligible to undertake the End Point Assessment (EPA) within the 4 years. The maximum time limit for completion of the entire apprenticeship will be 6 years from first enrolment, ensuring knowledge and competency development remains current. An apprentice who leaves their employment once they have commenced the apprenticeship may be eligible to continue, if they are able to secure the support of their new employer (refer to ESFA rules). Further detail re BSc (Hons) Nursing (Adult, Mental Health) component: Theory Hours (NMC requirement) The apprenticeship comprises 2325 theory hours and 2325 learning in practice placement hours. Theoretical hours (100hrs per 10 credits), consist of face-to-face contact, directed learning and self-directed learning. Practice hours comprise learning in practice placement in a variety of settings and simulated practice (up to maximum of 15 hours per stage), as shown in the table below:

Stage Theory Hours Practice Hours*

1

(Level 4)

825 675

2

(Level 5)

825 750

3

(Level 6)

675 900

Total Hours

2325 hours 2325 hours

*37.5hr weeks

The apprentice will undertake 120 credits in each stage of the course, this will encompass theory and practice modules. In stage 1 these credits are at academic level 4, stage 2 at level 5 and stage 3 at level 6. On successful completion the apprentice will have achieved 360 credits. The modules undertaken within each stage are detailed on page 18 (this encompasses a 10 credit practice module in each stage). The apprentice is expected to attend all off-the-job study days in order to meet the theory hours for registration and meet the module and apprenticeship learning outcomes. Any theoretical content missed due to unforeseen circumstances will need to be redressed through a negotiated learning contract to be added to the apprentice’s personal and professional development portfolio (recorded on Campus Press) and discussed with the personal tutor. In addition, should an apprentice’s attendance in theory fall below 80%, this will be managed by the personal tutor or course leader as per the ‘CNMH Attendance Policy’. Punctuality and attendance will be monitored via the University’s electronic attendance monitoring system. Practice Learning


The apprentice will undertake a total of 9 blocks of placement encompassing x1 Preparation for Practice week, in order to meet the UWL BSc (Hons) Nursing component of the apprenticeship. There is one practice module in each stage of the apprenticeship: Stage Module Structure and Hours Stage 1

Introduction to Professional Practice

18 weeks of placement @37.5hrs per week = 675

Stage 2

Developing Professional Practice


Stage 3

Autonomous Professional Practice


Total 2325 hours The apprentice will be expected to work alongside their mentor and work both day, weekend and night shifts, reflecting the shift pattern adopted by the practice setting. This will enable them to experience care as it is provided 24 hours a day, 7 days a week, as stipulated by the NMC (2010) Standards for Pre-registration Nursing Education. The apprentice will be supernumerary during their practice placement blocks (refer to course plan, Appendix Two), as stipulated by the NMC (2010) Standards for Pre-registration Nursing Education. The types of practice learning experiences apprentices will undertake are determined by the NMC (2010) Standards for Pre-registration Nursing Education and include: Adult:

• Medical and surgical in-patient care • Care in community/out of hospital settings i.e. residential care, district nurses, GP practices • Mental health • Emergency /critical care • Care of older people

Mental Health:

• Older Adult/Dementia Care • Child and Adolescent Services • Acute Adult Services • Community • Crisis Resolution • Substance misuse • Forensic services • Rehabilitation care

It is expected that as part of this learning apprentices will be exposed to specialised clinical care and gain insight into adults who have concurrent mental health issues, women who may be pregnant and have children. Preparation for Practice Week The apprentice will undertake x1 Preparation for Practice week in stage 1 (Level 4), preceding their initial block of placement. This week is mandatory and contributes to the completion of the 2300 hours


required for registration. The UWL Time Management System (TMS) will be used to confirm attendance. Requirements Prior to Commencing First Practice Placement The apprentice must complete all of the following (points 1-3 below), in order to commence the first block of placement learning, in stage 1 (Level 4) of the apprenticeship: 1). Occupational Health and Enhanced Disclosure and Barring Service (DBS) Checks The occupational health and enhanced disclosure and barring service (DBS) check, must have been undertaken by the employer, be satisfactory and shared with UWL. 2). Mandatory Training The apprentice must complete mandatory skills training, in the following subject areas (employer is responsible for completion, with confirmation shared with UWL):

• Basic Life Support • Conflict Resolution • Consent (Duty of Care) • Equality, Diversity and Human Rights • Safeguarding Adults Level 1 • Safeguarding Children Level 1 • Health, Safety and Welfare • Fire Safety • Moving and Handling • Information Governance • Infection, Prevention and Control

3). Preparation for Practice The apprentice must attend the x1 timetabled Preparation for Practice week in stage 1. This week is mandatory and contributes to the completion of the 2300 hours required for registration. The UWL Time Management System (TMS) will be used to confirm attendance. Completion of Practice Hours A minimum of 2300 hours must be evidenced through the UWL Time Management System (TMS) to be eligible to register with the Nursing and Midwifery Council (NMC), as specified in the module guide and apprenticeship course handbook. Adult Field - Meeting the European Directive 2005/36/EC Requirements The following will enable the Adult field apprentice to achieve the European Directive 2005/36/EC Requirements. The admission criteria ensures apprentices hold the required 10 years of general education and the UWL BSc (Hons) Nursing (Adult, Mental Health) component is undertaken over 3 years and 8 months. The theory content and practice requirements are met, as evidenced in the course aims and learning outcomes. The specified hours in theory and practice are met (2325 hours in practice and 2325 hours in theory).


The apprenticeship is taught and supported by qualified nurse academics, subject specialists and appropriately qualified mentors and service users and carers, in the University and practice settings respectively. Practice placements encompass all required care settings. Apprentice’s will be exposed to people with varying levels of care dependency, in a wide variety of settings, as detailed in the table below: EU requirements Stage and Modules Detail General and Specialist medicine

Stage 1, 2, 3 Modules: Fundamentals of Nursing Practice Nursing Practice and Decision Making 1 Nursing Practice and Decision Making 2 Advancing Nursing Practice Medical conditions addressed as part of Understanding Altered Physiology and Principles of Pharmacology and Medicines Management modules

The apprentice may be allocated a placement in a medical placement as part of their year one, two or three placement. If this is not their main ’hub’ placement, they will be encouraged to spend time in a ‘spoke’ placement that is medical.

General and specialist surgical

Stage 1, 2, 3 Modules: Fundamentals of Nursing Practice Nursing Practice and Decision Making 1 Nursing Practice and Decision Making 2 Advancing Nursing Practice Conditions requiring surgical care addressed as part of Understanding Altered Physiology and Nursing Practice and Decision Making 1 and 2 modules.

The apprentice may be allocated a placement in a surgical area as part of their year one, two or three placement. If this is not their main ’hub’ placement they will be encouraged to spend time in a ‘spoke’ placement that is surgical.

Children and young people

Children’s safeguarding is addressed in the Protection of Vulnerable People module. Inter-professional Day is based on Children’s safeguarding.

All adult apprentices are allocated a placement with the Health visitor where they work with babies and children and gain an understanding of their needs in the context of their family.

Maternity Care of the pregnant woman is addressed in year two in the Nursing Practice and Decision Making 1 module.

The apprentice will be encouraged to spend time with the community midwife when on their Health visiting placement.

Mental Health Mental health conditions and issues related to mental health are addressed in: -Nursing Practice and Decision Making 1 module and in year 1 and year 2 dementia simulation sessions

The apprentice will participate in a Dementia care day which is facilitated in part by a service user / carer. All apprentices will spend some time in an area where there are people with mental illness such as dementia.

Care of Older People Care of older people is integral in all aspects of the course. Particularly in the Protection of Vulnerable People module in year one – the session on vulnerable groups considers the needs of the elderly as a vulnerable group.

The apprentice will be allocated to work in an area where they will work with older people such as an elderly rehabilitation unit or a care home. This may be in years one, two or three.

Community Nursing In year two the student will role play in a simulation session involving care in the community in the Nursing Practice and Decision Making module.

The apprentice will be given the opportunity to work in an area where community nursing is delivered such as with a district nurse or a GP surgery.


Make-up Time There is an opportunity for apprentices who need to make up practice time, at the end of the first and second stages of the course. This will be in negotiation with the Course Leader and employer. It will be agreed on an individual apprentice basis. Where this is undertaken in employer weeks these will become practice weeks and the apprentice will be supernumerary. Progression Requirements To comply with statutory requirements (NMC, 2010), there are progression points at the end of the first and second stages of the apprenticeship.

Progression from stage 1 (Level 4) to stage 2 (Level 5) and stage 2 (Level 5) to stage 3 (Level 6) requires the apprentice to have achieved and be confirmed as meeting all outcomes as per the NMC (2010) Standards for Pre-registration Nursing Education. Outcomes include those relating to both theory and practice. The Essential Skills Clusters mapped to the NMC progression points, are certified as achieved by the apprentice’s mentor at the end of each stage and a sign-off mentor in the third stage, within the Pan-London Practice Assessment Document. Progression Point 1 To progress from stage 1 (Level 4) to stage 2 (Level 5) the apprentice will need to:

• Pass all modules in stage 1 and achieve 120 credits at academic level 4 • Meet all the Course Requirements for stage 1 (level 4) (refer to page 27) • Confirm good health and good character at the end of stage 1(level 4)

Progression Point 2 To progress from stage 2 (Level 5) to stage 3 (Level 6) the apprentice will need to:

• Pass all modules in stage 2 and achieve 120 credits at academic level 5 • Meet all the Course Requirements for stage 2 (level 5) (page 27) • Confirm good health and good character at the end of stage 2 (level 5)

NMC 12 week rule In exceptional circumstances an apprentice may be permitted to undertake a reassessment within a 12 week period of commencing the next stage of the course. This requires the apprentice to follow the UWL Mitigation process and for the mitigation to be upheld by the Panel. https://www.uwl.ac.uk/sites/default/files/Departments/About-us/Web/PDF/academic-registry/Mitigating%20circumstances_0.pdf Failure to comply with this 12 week progression rule, will mean the apprentice has to defer from the course and re-join at a later date, when all components of assessment are completed. Exceptional Extraordinary Attempt It has been agreed by the University Academic Standards Committee that nursing apprentices are permitted to have one extra attempt at one failed assignment during the BSc (Hons) Nursing component of the apprenticeship. Apprentices using this option will have their marks capped at 40% for the module. Returning to the apprenticeship following a period of deferral An apprentice returning following an agreed period of deferral, which is 6 months or longer in length, will be required to repeat their enhanced Disclosure and Barring Service check and undergo an

https://www.uwl.ac.uk/sites/default/files/Departments/About-us/Web/PDF/academic-registry/Mitigating%20circumstances_0.pdf

https://www.uwl.ac.uk/sites/default/files/Departments/About-us/Web/PDF/academic-registry/Mitigating%20circumstances_0.pdf


occupational health review (the latter as appropriate to the reason for intermission). This will be completed and funded by the employer, with the outcome shared with UWL prior to the apprentice’s return. The records and payments made would reflect any apprentices stepping off or back onto the course. It will be important for any necessary adjustments to be made to the Contracting Authority (employers) Digital Apprenticeship Service (DAS) account so that any apprentices returning to the course are reflected in the monthly apprenticeship funding reports produced by the ESFA. Completion Requirements To be awarded the Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health) with eligibility to apply for NMC registration the apprentice must:

• Successfully achieve both the requirements of the BSc (Hons) Nursing and the EPA. The award will not be ratified until the outcome of the EPA is known.

This encompasses the following BSc (Hons) Nursing (Adult, Mental Health) course requirements:

• Meet the practice hours for registration (minimum of 2300 hours)

• Meet the theory hours for registration (minimum of 2300 hours)

• Pass all modules, achieving 120 academic credits at Level 4, 120 academic credits at Level 5 and 120 academic credits at Level 6.

• Ensure professional conduct in line with University policy and NMC guidance is maintained

throughout the apprenticeship (with a satisfactory self-declaration of good health and good character at the end of stage 1 and stage 2 and at the point of achieving the gateway requirement of the apprenticeship). On successful completion of both theory and practice components of the BSc (Hons) Nursing (Adult, Mental Health) and successful completion of the EPA, the Course Leader (or nominee) will sign a declaration of Good Health and Good Character. The latter will be rechecked with the employer at this stage.

• Complete the mandatory training and attend the Preparation for Practice arrangements, in year 1 (Level 4) of the course.

• Maintain a personal and professional development portfolio (PPDP), outlining development

during each stage of the apprenticeship.

• Pass a drug calculations test* in stage 1 (Level 4) - pass mark 100%.



*safeMedicate Confirmation of Achievement of all Course Requirements The Course Leader will confirm and document achievement of the course requirements. This will include evidence of a sign-off in practice from a sign-off mentor. Duration The time limit for completion of this apprenticeship is 6 years from first enrolment.


Minor and Major Modifications to the Course No minor or major modifications will be made to the apprenticeship without NMC approval and must be in line with the ESFA regulations. Transcript A record of learning achieved in both theory and practice will be provided to the apprentice. This is set out in a way that is suitable for mapping against other academic, professional of vocational awards. Where an apprentice has been asked to leave the course, the reason for leaving are included in the transcript. Mark of Registration with the NMC Graduates must apply for registration with the Nursing and Midwifery Council within 5 years of completing the apprenticeship. Where there is a delay of six months or more between completing the apprenticeship and applying to register, the application must be supported by a nurse registered in the same part of the register, to which the applicant is applying. The registered nurse must have known the applicant for at least a year and have been in contact with them during the previous 6 months. This requirement is in addition to the confirmation of good health and good character supplied by Course Leader.


19. Course Learning Outcomes

Level 4 – Stage One Relevant modules

A – Knowledge and understanding

Has a broad understanding of the healthcare knowledge base and its terminology. Demonstrates awareness that areas of this knowledge base are open to ongoing debate and formulation. Identifies the principles and concepts underlying theoretical frameworks in healthcare and begins to identify their strengths and weaknesses

• Fundamentals of Nursing Practice

• Lifespan Development – Normal Anatomy and Physiology

• Protection of Vulnerable People

• Promoting Individual Health • SEARCH for Health • Essential Skills for Higher

Education and Healthcare

B – Intellectual skills Identifies the principles and concepts underlying theoretical frameworks in healthcare and begins to identify their strengths and weaknesses.

Collects information from a variety of authoritative sources to inform a choice of solutions to standard problems in familiar contexts.

• SEARCH for Health • Fundamentals of Nursing

Practice • Promoting Individual Health

C – Subject practical skills

Demonstrates ability in a range of varied but predictable contexts in healthcare that require the use of a specified range of techniques and information sources.

Works effectively with others in healthcare and recognises the factors that affect team performance.

Demonstrates awareness of own capabilities in key areas and engages in development activity through guided self-direction.

• Fundamentals of Nursing Practice

• Lifespan Development – Normal Anatomy and Physiology

• Protection of Vulnerable People

• Promoting Individual Health • SEARCH for Health • Essential Skills for Higher

Education and Healthcare. • Introduction to Professional

Practice

D – Key / Transferable skills

Collects information from a variety of authoritative sources to inform a choice of solutions to standard problems in familiar contexts.

• SEARCH for health • Protection of Vulnerable

People • Promoting Individual Health • Fundamentals of Nursing

Practice

Level 5 - Stage Two Relevant modules


Demonstrate knowledge and critical understanding of the principles required of practitioners in healthcare and the way in which those principles have developed.

Demonstrate knowledge of the main methods of enquiry and be able to evaluate critically the appropriateness of different approaches to solving problems in healthcare practice.

• Understanding Altered Physiology

• Principles of Pharmacology and Medicines Management

• Becoming an Effective Practitioner


B – Intellectual skills Demonstrate knowledge of the main methods of enquiry and be able to evaluate critically the appropriateness of different approaches to solving problems in healthcare practice.

Critically analyse information and propose solutions to problems in their healthcare practice.




• Nursing Practice and Decision Making 1


Demonstrate knowledge and critical understanding of the principles required of practitioners in healthcare and the way in which those principles have developed.

Apply the underlying concepts and principles outside the context in which they were first studied in a healthcare setting.

Communicate effectively to specialist and non-specialist audiences in healthcare.




• Developing Professional Practice



Demonstrate knowledge of the main methods of enquiry and be able to evaluate critically the appropriateness of different approaches to solving problems in healthcare practice.

Engage in opportunities for lifelong learning.

Critically understand the limits of their knowledge, and the influence this has on their healthcare practice.

Demonstrate the qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making in healthcare practice.



• Developing Professional Practice

Level 6 - Stage Three Relevant modules


Understand autonomous practice and be responsible for and accountable for safe, compassionate person centred / family centred, evidence based practice that respects and maintain dignity and human rights.

• Nursing Practice and

Decision Making 2 • Research in Practice • Advancing Nursing

Practice • Leading and Managing

Care Service • Autonomous

Professional Practice • Evaluating and

Advancing Nursing Practice (Dissertation)

B – Intellectual skills Demonstrate critical thinking and the ability to reflect on and in practice, using the best available evidence and effective decision making skills.

Provide high quality care which is shared with service users, carers and families and that also complies with local and

• Nursing Practice and

Decision Making 2 • Research in Practice • Advancing Nursing

Practice


national guidelines and frameworks that will withstand audit and evaluation.

Critically apply and evaluate innovative approaches to care to practice including up to date technology that are appropriate to the needs of the client and in line with the health service and or place of work.

Demonstrate breadth of critical thinking and the ability to reflect on and in practice using the best available evidence and effective decision making skills, to provide high quality care which is shared with service users, carers and families and that also complies with local and national guidelines for example the essential skills clusters (NMC 2010) that will withstand audit and evaluation.

Critically apply and evaluate a range of innovative approaches to care to practice including up to date technology that are appropriate to the needs of the client and in line with the health service and or place of work.

• Leading and Managing Care Services

• Autonomous Professional Practice

• Evaluating and Advancing Nursing Practice (Dissertation)


Demonstrate professionalism and integrity and work within recognised professional ethical and legal frameworks to promote the highest standard of professional conduct and ethical practice to care for and safeguard the public.

Work in partnership with other health and social care professionals and agencies, service users their careers and families in all settings, ensuring that decisions about care are shared.

Demonstrate excellent and effective communication and interpersonal skills and communication in a manner that is safe, compassionate and respectful using a wide range of strategies, interventions and technologies.

Practice autonomously, compassionately, skilfully and safely and maintain dignity and promote health and wellbeing.

Assess, plan implement and evaluate care to meet the full range of essential physical and mental health needs of people of all ages taking into account how behaviour, culture, socioeconomic and other factors can affect health, illness, health outcomes and public health priorities.

Practice in a manner that demonstrates the ability to respond autonomously, confidently and effectively to uncertain situations managing themselves and others effectively is responsive to the changing needs of the health service


• Research in Practice • Advancing Nursing

Practice • Leading and Managing

Care Services • Evaluating and

Advancing Nursing Practice



Demonstrate flexibility and sensitivity when working with persons (service users and others) with disabilities to obtain information needed to make reasonable adjustments that promote optimum health and equal access to services.

Create and maximise opportunities that improve services, healthcare and standards of nursing practice through the use of clinical governance processes and will be able to demonstrate the potential to develop management and leadership skills during preceptorship and beyond.


• Advancing Nursing Practice

• Research in Practice

• Leading and Managing

Care Services • Evaluating and




20. Course Level Skills Development This apprenticeship is structured to enable the apprentice to incrementally develop clinical knowledge with skills, in a variety of healthcare settings. While providing an academic award and a professional qualification this course will also ensure the degree apprentice acquires a set of abilities that go beyond simple acquaintance with a subject. Graduate attributes are embedded in the course and involve preparedness and confidence building to analyse; question; categorise; interpret; see relations; explain; theorise; and reflect with reference to the broader context. The academic and practice skills required of an apprentice are clearly linked to developing the graduate skills of being an enterprising and creative professional, a digitally competent professional and a globally aware citizen. Graduating at the University of West London means that an apprentice will have developed the graduate attributes to become:

• Enterprising and creative professionals • Digitally competent professionals • Globally aware citizen •

The following examples suggest how these may be demonstrated in the course: Enterprising and creative Professionals The modules developed for this apprenticeship are designed to enable the apprentice to develop and use critical thinking, synthesis and problem-solving skills, to analyse evidence and to transfer learning in order to link theory to practice. This reflective approach allows the apprentice to deliver effective, high quality care to patients and their families thus enhancing the practice of nursing and supporting a contemporary and dynamic practice environment. For example, in the stage 3 Level 6 module Evaluating and Advancing Nursing Practice, apprentices identify a gap in practice and propose a change that will advance nursing practice and promote positive outcomes for patients. Digitally competent professionals The course uses a blended learning approach with the apprentice being encouraged to use the Virtual Learning Environment (VLE), Blackboard from induction and throughout the course. This online tool supports access to course material, learning and assessment. For example, all course work assignments are submitted on the electronic submission system Turnitin and the apprentice will be encouraged to use this system to submit draft work as well as summative work. They will keep a Personal and Professional Development Portfolio through the online portfolio Campus Press. A summary of other tools and approaches used to enhance digital literacy can be found below in section 23 (Technology Enhanced Learning). Globally aware citizen Cross cultural capability and a global perspective is embedded across the course. As required by the NMC, the apprentice will be educated and trained to take a non–judgemental view in their practice and be accepting of diverse cultural beliefs and respectful of individual preferences and personal values, as part of the module such as Nursing Practice and Decision Making 1. In the modules Introduction to Public Health and Fundamentals of Nursing Practice, the apprentice will be encouraged to consider the impact of globalisation on health and the influences of global health policy on national and local policies. Additionally, the apprentice will develop skills for life-long learning and an understanding of the need to continually review new evidence, and plan for their further education to maintain and enhance the standards they have attained by the end of the course.


The development of these Graduate Attributes will be facilitated by the personal tutor and form part of their Personal and Professional Development Portfolio, recorded via Campus Press.

21. Teaching and Learning Approaches

Learning and Teaching Philosophy The philosophy of the apprenticeship embodies UWLs Strategic Plan (Ambition 2018) and has been designed to provide an apprentice centred, stimulating and challenging learning experience, which emphasises empowerment, engagement, empathy and mutual respect. The Nurse Degree Apprenticeship is designed to increase the apprentice’s capacity to learn as they progress through stages 1 (Level 4) to 3 (Level 6). This will be achieved through different styles of learning within the University and through work based experience in practice. Practice is key to the application of learning and is where clinical expertise is developed with the guidance of skilled mentors. This strategy is therefore concerned with the development of the apprentices’ professional knowledge and competence. The strategy aims to build confidence in the learner and to support the overall aims of the course. For the learner to become a compassionate and highly skilled nurse, able to deliver high quality, evidenced based person-centred care, within all care settings (acute and community/out of hospital) and crucially become a critical, reflective and lifelong learner. The apprentice will take responsibility for their own learning through a structured and guided approach to personal and professional development planning (PPDP), via Campus Press. Skills relating to the application of knowledge to complex and specialist situations in practice will be developed. The strategy and assessment design will enable an apprentice not only to develop a deep understanding of the subject matter, but also to develop skills that may be transferred to other contexts. Practice-based learning which employs real-world scenarios, will enable apprentices to match their learning experiences with professional roles. The apprentice will be given a strong foundation to develop research awareness/mindedness through the taught components of the course and they will be supported to undertake a dissertation module in stage 3 (Evaluating and Advancing Nursing Practice supported by Research in Practice). The teaching and learning methods employed to facilitate achievement of the aims and learning outcomes of the apprenticeship are intimately linked and detailed below:

• Blended Learning • Learning in Simulation (refer to section 23) and Practice • Learning from Service Users and Carers • Interprofessional Learning

Blended Learning There will be a range of blended learning opportunities. These will include learning in the classroom; learning in practice and learning online as well as in other learning environments identified by the apprentice. Learning online is delivered via ‘Blackboard’, UWL’s electronic learning platform. This approach will enable the apprentice to develop increasing autonomy in their learning and gain feedback on their development. Whether learning in the classroom, learning in practice, or learning online, the apprentice will have the support of lecturers and mentors and access to learning materials and resources. Learning is a shared responsibility between the apprentice and lecturers/mentors who will ensure the right conditions are in


place to support learning needs. The apprentice will be expected to take responsibility for their learning and engage fully in the learning process. Learning in Practice Refer to section 24 Service Users and Carers

Service user/carer involvement is critical and will be integrated throughout the apprenticeship from recruitment and selection through to delivery, assessment and evaluation as shown below:

Stage Academic Level

Module Title Delivery Assessment Brief Description of involvement

1 4 Protection of Vulnerable People

(Formative)

Patient carer experience sessions/forums

2 5 Nursing Practice and Decision Making 1

(Formative)

Simulated scenarios and/or feedback

3 6 Nursing Practice and Decision Making 2 Evaluating and Advancing Nursing practice

(Formative) (Formative)

Simulated scenarios and/or feedback Service users will be invited to poster presentations of planned patient service improvements

1, 2, 3 4, 5, 6 Practice Modules in all years of the course

(Formative)

Service user feedback is a requirement within the Practice Assessment Document


Interprofessional Learning The College of Nursing, Midwifery and Healthcare has a robust interprofessional learning strategy. Inter-professional learning is a key feature of the course. The apprentice will be required to participate in two ‘themed’ interprofessional Learning Days each year, with students from different fields of nursing and healthcare professions including Midwives and Operating Department Practitioners. This allows the apprentice to develop the knowledge and competence in collaborative practice and teamwork within different parts of the healthcare sector. This initiative supported by the World Health Organisation (WHO) allows learners from different professional backgrounds to begin to develop a sense of common purpose, commitment and professional respect, to improve the quality of care and enhance the support given to patients, families and carers in their communities, particularly those with complex needs. Stage Academic

Level Module Title Brief Description of IPL and students

involved 1 4 Introduction to

Professional Practice Protection of Vulnerable People

IPL day focusing on professionalism – what it means to be an apprentice/student on a professional course, to include professional codes of conduct, use of social media, expectations both in the classroom and practice (all students on Nursing, Midwifery, Operating Department Practice and Health Promotion and Public Health courses). Principles of safeguarding children – with students from all Nursing, Midwifery, Operating Department Practice and Health Promotion and Public Health courses.

2 5 Principles of Pharmacology and Medicines Management Introduction to Public Health

Introduction to Medicines Safety – this IPL day is taught with Reading University pharmacy students. Students explore principles of safe practice in the administration of medicine in clinical settings. Nutrition and Health - this IPL day is taught with Reading, Pharmacy and Speech and Language students and provides students an opportunity to explore the importance of nutritional health and ensuring patients are given up to date information to make informed choices.

3 6 Nursing Practice and Decision Making 2 Leading and Managing Care Services

Diabetes - this IPL day brings students together from all nursing and midwifery courses to explore the importance of working together and accurate decision making in the care of a patient with diabetes. Dementia – students from Reading University and nursing courses come together to identify strategies to enhance the care of people with dementia.


Practice

IPL is also firmly embedded in practice learning, where the apprentice will be exposed to a variety of interprofessional learning opportunities. This will include both nursing students from other fields and students from other disciplines (i.e. pharmacy students).

In each year of the Pan-London Practice Assessment Document there is a specific learning outcome related to IPL and these are incremental:

Stage 1 / Level 4 The apprentice is able to work effectively within the multidisciplinary team with the intent of building professional caring relationships. Stage 2 / Level 5 The apprentice manages appropriate and constructive relationships with members of the multidisciplinary team, patients/service users, families and carers, with the intent of building professional, caring relationships. Stage 3 / Level 6 The apprentice manages appropriate and constructive relationships with the multidisciplinary team, patients/service users, families and other carers, with the intent of building professional, caring relationships ensuring that decisions about care are shared. Opportunities for the apprentice to engage in IPL during their practice placements and meet these learning outcomes include:

• Multiprofessional ward rounds • Case conferences • Safeguarding conferences

In addition there is an annual requirement within the practice assessment document for the apprentice to keep a ‘Record of working with other health care professionals/interprofessional working’ which includes reflections.

The Nursing and Midwifery Council (NMC 2010) requires learners on pre-registration nursing courses to receive support for their personal and professional development and to be able to show evidence of this. Recording of and reflection on IPL will be part of the evidence recorded by the apprentice in a Personal and Professional Development Portfolio (PPDP). Finally, Quality Annual Reviews and audits of clinical practice areas will involve a discussion of IPL activities. In addition, IPL opportunities will be raised at mentor updates.

22. Teaching and Learning Tools

The delivery of academic content will enable apprentices’ from diverse backgrounds to achieve the knowledge and skills to meet the learning outcomes of modules within the course and to aid retention and progression. The course makes use of a variety of learning and teaching methods including: lectures, seminars, workshops, individual and group tutorials, presentations and e-learning.


These promote the development of reflection, open-mindedness, creativity, curiosity, risk taking, team-working resilience and relationship building.

23. Technology Enhanced Learning (TEL)

Learning and teaching is enriched and enhanced through the use of new technologies and accordingly this is integrated within our strategy. We recognise the opportunities, as well as the challenges, the use of emerging technology affords. The apprenticeship will be facilitated using a variety of TEL tools: Skills Based Courses safeMedicate (medication safety and drug calculations). Turnitin – This is a University wide multi-faceted package which is hosted by an offsite server. The software contains anti-plagiarism software which the apprentice can use in a formative manner to improve their referencing and academic writing skills. It also enables online submission and all first and second marking and moderation can be undertaken electronically. Campus Press – Campus Press a University wide e-portfolio system that provides scaffolding to support the apprentice in developing and keeping records of evidence of learning achievements and aspirations throughout the course. This is also accessible by the employer. Simulated Learning - Simulation at UWL is defined as, the re-creation of realistic practice situations to enable the application, development and rehearsal of skills and knowledge required for safe and effective patient care, in an environment that is safe for patients and learners. Simulation is integrated within both theory and practice components and is led by academic staff and may include practice partners and service users/carers where appropriate. It provides an accelerated learning curve for the development of clinical skills. The continued practice of clinical skills within simulated scenarios, offers the apprentice the opportunity to contextualise and apply their learning to the healthcare environment. The scenarios are developed with practice partners to enable the apprentice to practice safely, develop and rehearse psychomotor aspects of their clinical care, as well as consider the vital factors of communication and human factors. This approach provides opportunities for the sharing of experiences and learning across disciplines and for the involvement of clinicians and service users. It allows us in partnership with our stakeholders, key opportunities where we can also assess the professional attributes of the apprentice and provide additional support if required. Real time debriefing will occur and video analysis provides the apprentice with further opportunities for self-evaluation in this context. Simulated learning will involve the use of sophisticated training models and patient simulators. It has been shown to:

• Assist the apprentice to achieve clinical learning outcomes • Provide the apprentice with learning opportunities which are not possible in the clinical setting • Helps to increase the apprentice’s confidence in approaching clinical situations • Provide high quality learning experiences which are valued by the apprentice and are safe


Simulation as a teaching and learning strategy will be encompassed in the following modules: Stage Academic

Level Module Title Brief Description

1 4 Fundamentals of Nursing Practice

• Clinical skills sessions for learning and rehearsal of practical skills tested via an OSCE

• Rehearsal of practical skills within simulated scenarios

Application of the concepts of values based care to professional practice and the development of strategies for self-care and building resilience

2 5 Nursing Practice and Decision Making 1

• Application of decision making frameworks • Development and rehearsal of communication,

clinical judgment and decision making, alongside patients and carers and within the interprofessional team

• Development and rehearsal of patient assessment and management skills within simulated scenarios

3 6 Advancing Nursing Practice

• Clinical skills sessions for learning and practice of more advanced practical skills

• Application of leadership and management theories to clinical practice

• The role of human factors in patient safety • Simulated scenarios to aid the development

and rehearsal of strategies for leading and challenging practice, as well as strategies for self-efficacy, self-evaluation and resilience

Audit of UWL Simulation Centres An adapted tool (Pan-London Audit tool) designed collaboratively with a number of NMC Approved Education Institutions and in association with placement providers for the enhancement of practice learning environment, is used biannually to audit the skills learning environment and the provision of simulation.


24. Assessment Approaches

Assessment and feedback are fundamental parts of the learning experience. The principles of the apprenticeships inclusive assessment strategy are:

• To support and enhance the apprentice’s learning, capabilities, skills and confidence. • To ensure assessment processes recognise the diversity of apprentices’ backgrounds and

learning styles. • Provide clear, accurate, accessible information and guidelines to all staff and apprentices on

assessment and feedback. • To locate assessment and feedback as an integral part of the learning and teaching process and

assure the highest quality in the award made by the University. The aim of assessment is to support and enhance the apprentices learning. Over the duration of the course the apprentice will be assessed in theory and practice for evidence of attainment of knowledge, competence, behaviours and attitudes conducive to professional practice and achievement of graduate skills. Achievements will be measured to ensure the course and module learning outcomes are met and that the apprentice has achieved the standards/competencies required for registration as a nurse, successful completion of the Apprenticeship standards and employment. Emphasis is placed on assessment as a means of demonstrating the integration of theoretical knowledge with practice. Formative Assessment This is an informal but a key part of the learning process and has been shown to contribute to enhancement of learning and the raising of standards. It has a fundamental role to play in learning and development. The apprentice will be strongly encouraged to engage with all formative assessment. It provides the apprentice with developmental feedback on their progress, from their lecturers, their peers, and their own self-evaluation which empowers and motivates them to aim higher. Furthermore it is aligned to summative assessments, increasing the apprentice’s confidence in achieving the module learning outcomes. Formative assessments are timetabled into the modules to prepare the apprentice for their summative assignments. As all written coursework is submitted to Turnitin it provides an opportunity to develop academic referencing ability and to detect plagiarism prior to submission. Formative Preparation for End Point Assessment A formative task is to be included at the end of each stage of the BSc (Hons) Nursing (Adult, Mental Health) component, to prepare the apprentice for the end point assessment. Further detail is provided below: Throughout the course, the apprentice will be expected to maintain a Personal and Professional Development Portfolio (PPDP) that demonstrates their experiences on the course and achievements of the course outcomes. The apprentice will be required to write a 1,500 – 2000 word reflection of their


achievement and development at the end of each stage, which will focus on the four domains of the Apprenticeship Standards: • Professional Values • Communication and interpersonal skills • Nursing Practice and decision making • Leadership, management and team working At the end of each stage of the course and before the beginning of the next stage, the apprentice and their personal tutor will meet for a 30 minute ‘professional discussion’ of their experience and/or achievements recorded in the PPDP. The discussion will be based on two of the domains of the standards (15 minutes each), with the apprentice expected to demonstrate their understanding of the appropriate knowledge, skills and behaviour as they relate to the identified domain. A template, using the example of the indicators taken from the Apprenticeship standards (see below), will be used to guide the discussion for the tutor and the apprentice and will guide feedback for development. Domains Indicators Professional Values

• Safeguard the public • Compassionate person- centred care • Ethical legal frameworks • Partnership working • Family / community involvement • Reference to the NMC code

Communication and Interpersonal skills

• Demonstrates excellent communication sills

• Uses a range of strategies to communicate

• Communication using technology • Record keeping

Nursing Practice and Decision Making

• Autonomous, compassionate, skilful, safe

• Assessment, goal setting, planning, implementing Evaluating care

• Meeting co-existing needs of patient • Decision making • Promoting well – being

Leadership and Management

• Professional Accountability • Clinical Governance • Service improvement • Leadership and Management potential

Summative assessment This provides a measure of the apprentice’s achievement of the learning outcomes in a planned, progressive, fair and transparent manner, in ways that are meaningful to the achievement of the theory and the practical elements of the course. The apprentice is supported in summative assessment by guidance in the module study guides which contain assessment criteria for theory and practice. These are aligned to the module learning outcomes and clearly indicate what the apprentice needs to undertake to complete the assessment successfully, utilising the marking criteria benchmarked to UWL grade descriptors and the NMC Essential Skills clusters. The apprentice has the opportunity to seek additional support from module tutors with their planned formative activities for their practice learning.


Feedback on summative assessments will be provided to the apprentice within 15 working days and the outcomes shared with employers following ratification at Assessment Board. All theory modules must be passed. No compensation of modules is permitted. Assessment of Practice Assessment of practice is designed to meet the module outcomes and clinical practice is assessed and achieved through meeting the Nursing and Midwifery Council (2010) competency standards and the essential skills clusters through the use of a Practice Assessment Document (PAD). All practice modules must be passed. No compensation of modules is permitted. A referral in a practice module in stage 1 or 2 (levels 4 or 5) of the course that requires a maximum of a 4 week reassessment period will be accommodated, at the end of the relevant stage. Where this requires use of the employer weeks, these will be changed to practice placement weeks and the apprentice will be supernumerary. A referral requiring more than a 4 week reassessment period, will lead to enforced deferral. Reassessment will be negotiated on an individual basis by the Course Leader and in conjunction with the employer and apprentice. Following successful completion the apprentice will join the next available cohort (subject to capacity). A referral in the practice module in stage 3 (level 6) will result in the length of the BSc (Hons) Nursing component being extended and the apprentice will not be ready to meet the gateway requirements of the apprenticeship (as per the course plan). The Practice Assessment Document (PAD) provides opportunities for formative continuous assessment with interviews between the apprentice and mentor during the placement to discuss and monitor the apprentice’s progress (initial, mid-point and final). This culminates in a summative assessment at the end of each placement, where the apprentice is awarded a pass or refer grade. An apprentice who does not pass a practice assessment at first attempt may be eligible for a second attempt. If the assessment is unsuccessful at second attempt this is a failure of the practice. The apprentices is allocated a mentor who has undertaken a recognised mentorship course and is on the employer’s register of ‘live mentors’. All mentors are required to attend annual mentor updates and undertake triennial review. The apprentice must pass their summative practice assessment at each progression point in order to progress. The results of discussion in practice (involving the Apprenticeship Support Link Tutor, employer, apprentice and mentor) and outcomes will be recorded in the apprentice’s portfolio (6-8 weeks initially and every 10 weeks thereafter). An audit of the Practice Assessment Document will be conducted by the Personal Tutor / Course leader at the end of each stage. Representatives from practice will attend, ensuring the objectivity of assessment across organisations. The Apprenticeship End Point Assessment (EPA) The purpose of the EPA is to test (in a synoptic way) the values, skills, knowledge and behaviours of the apprentice as set out in the apprenticeship standard. It provides the apprentice with an opportunity to provide oral and documentary evidence of their knowledge, skills and behaviours developed throughout the apprenticeship course. It will not form more than 7.5% of the cost of the apprenticeship. The end point assessment comprises a:

• Reflective essay – completed under controlled and timed conditions – max 2 hrs AND


• Scenario with Professional discussion – 60 minutes

The end point assessment will be triggered by UWL after the apprentice has completed (and passed) the BSc (Hons) Nursing (Adult, Mental Health) component of the course and the employer is convinced of the ‘readiness’ of the apprentice. End point assessments are carried out by staff from independent end-point assessment organisations on the Education and Skills Funding Agency’s Register of Apprentice Assessment Organisations. The end point assessor is responsible for ensuring the apprentice has met all the gateway requirements prior to administering the end point assessment. At the conclusion of the end point assessment, the independent assessor collates the evidence and determines the final grading for the apprenticeship. The grading decision is made solely by the independent assessor. Under the apprenticeship assessment plan resits are permitted after 1 month and within 6 months but not after 6 months (unless the apprentice is deferred due to sickness or maternity leave). The apprentice is permitted to resit the end point assessment twice within the permitted timeframe. The apprentice must attempt and complete all components of the EPA at first attempt. The apprentice will be required to re-sit only those components they have not passed. The apprentice cannot resit an assessment or any part of an assessment, to gain an improved grade.


25. Assessment Matrix

For each academic level indicate clearly the number of core/option modules in the level header as appropriate, list the core modules first, followed by the options and in the latter case include ‘option’ at the end of the module title in brackets. Module Title Lev

el Credi

t Summative Assessment Type (see definitions

below)

Formative Assessment

Weighting (%)

Overall pass mark

Threshold (%)

Apprenticeships Only: contributes

to ‘End-Point

Assessment’ (please )

Submission: Week

Number

Level 4: 120 core

Essential Skills for Higher Education

4 10 Reflective essay

Essay plan with tutorial support

100 40 N/A N/A 13

SEARCH for Health

4 10 MCQ exam Structured Bibliography

Completion online exercises

50 50

40 40

40 in both elements

N/A 12

Fundamentals of Nursing Practice

4 30 -OSCE’s – clinical skills exam -Essay – nursing concepts -Medications calculation assessment with 100% pass mark

Practice OSCE Presentation of essay plan Practice drug calculation with safeMedicate online

100

Pass/Fail

40

N/A

N/A 26

Promoting Individual Health

4 20 Scenario based plan for health and wellness

Individual PowerPoint presentation

100 40 N/A N/A 53

Protection of Vulnerable People

4 20 Case study essay

Individual Poster

presentation of assignment

topic

100 40 N/A N/A 18

Lifespan Development– Normal Anatomy and Physiology

4 20 MCQ (unseen)

Mock MCQ 100 40 N/A N/A 55

Introduction to Professional Practice

4

10 Demonstrate achievement of Essential Skills Clusters A reflective Personal Development Portfolio (PPDP) linked to achievement of the stage 1 NMC competencies for entry to the register

Group presentation

Continuous

assessment in practice/

interviews with mentor with feedback

100 Pass/Fail

Course requirem

ent

N/A N/A Week following completion of placement block

Formative Preparation for the End Point Assessment – refer to pages 39-40 Level 5: 120

core


Becoming an Effective Practitioner

5 20 Essay -research article critique

Group critique of one article

100 40 N/A N/A 125


5 20 Case study based essay

Group simulated case

scenario/ Tutorial review of essay plan

100 40 N/A N/A 91

Understanding Altered Physiology

5 20 MCQ (unseen) exam

Mock MCQ 100 40 N/A N/A 86

Principles of Pharmacology and Medicines Management

5 20 Mixed short answer and multiple choice exam Includes course requirement to complete medication calculation assessment with 100% pass mark

Mock MCQ

Practice drug calculation with safeMedicate

online

100

Course Requirement

40

100

N/A N/A 87

Introduction to Public Health

5 10 Essay based on chosen public health topic

Individual public health poster presentation

100 40 N/A N/A 123

Developing Professional Practice

5 10 Demonstrate achievement of Essential Skills Clusters

A reflective Personal Development Portfolio (PPDP) linked with achievement of the field and generic stage 2 NMC competencies for entry to the register.

Reflection on practice

Continuous

assessment in practice/

interviews with mentor with feedback

100 Pass/Fail

Course requirement

N/A N/A Week following completion of placement block

Formative Preparation for the End Point Assessment – refer to pages 39-40 Level 6: 120

core

Research in Practice

6 20 Essay - literature review

Individual presentation of chosen topic

100 40 N/A N/A 160

Leading and Managing Care Services

6 10 Essay reflection on personal development

Essay plan 100 40 N/A N/A 168


6 20 Essay - case study based

Case study discussion

100 40 N/A N/A 164


6 20 Patchwork assessment

Scenario based simulation

Reflection

Ongoing simulation of scenario with

feedback

100 40 N/A N/A 168


Peer assessment

Evaluating and Advancing Nursing Practice (Dissertation)

6 40 Dissertation - Patient Service Innovation project

Poster presentation

100 40 N/A N/A 170

Autonomous Professional Practice

6 10 Demonstrate Achievement of Essential Skills Clusters

Includes course requirement to complete drug calculation assessment (pass mark 100%)

A reflective Personal Development Portfolio (PPDP) linked with achievement of the field and generic NMC competencies for entry to the register.

Reflection on practice –

Leadership

Continuous assessment in

practice/ interviews with

mentor with feedback

100

Pass/Fail

100%

Course requirement

N/A N/A 193

Formative Preparation for the End Point Assessment – refer to pages 39-40

Assessment type KIS category Written exam Exam Written assignment, including essay Coursework Report Coursework Dissertation Coursework Personal Development Plan Coursework Project output (other than dissertation) Coursework Oral assessment and presentation Practical Practical skills assessment (including OSCE) Practical exam Competency Portfolio Document (e-portfolio - Campus Press) Coursework Role Development Portfolio – (e-portfolio – Campus press) Reflective coursework Set Exercise Varies (see below*)


26. Opportunities for work experience and employer engagement

Work Experience The apprentice must be in employment to apply for and undertake this apprenticeship. As well as undertaking placements in the employing organisation*, the apprentice may be allocated placements in different organisations (dependant on the clinical services provided by the employer), in order that they have experience of the types of practice learning experiences determined by the NMC (2010) Standards for Pre-registration Nursing Education and for Adult Nursing the EU Directive (2005/36/EC). *it is likely that only the final placement in stage 3 will be the clinical area where the apprentice is employed. The organisation of placements will be led by the UWL Practice Education Support Unit (PESU). The UWL Practice Placement Agreement will be utilised for apprentices undertaking placements in other organisations. Employer Engagement Employer (Contracting Authority) engagement will consist of the following: Frequency Mechanism Areas covered Ongoing 2-way regular telephone or email

contact between Course Leader, Apprenticeship Support Link Tutor (ASLT)/Personal Tutor (PT) and/or UWL Contract Manager and the apprentices Mentor/Practice Supervisor and/or Manager Where appropriate, outcomes recorded on UWL’s Civitas system

• To ensure Contracting Authority’s apprenticeship lead and line managers are informed of any unexpected issues or concerns relating to the on-going progress of the apprentice

• To ensure course team is aware of any issues impacting on apprentice, including performance issues

Weekly

Exception reporting only: Telephone call or email from Course Leader to Contracting Authority’s apprenticeship Lead/Manager (copied to ASLT/PT)

• Weekly reports on non-attendance of individual apprentices

Monthly Management reports provided to the Contracting Authority

• Report on number of learners currently engaged under the contract, their progress status (RAG) and number of complaints

6-8 weeks and every 10 weeks thereafter

Meetings between ASLT, apprentice and their Mentor/Practice Supervisor and Manager Outcome reflected in apprentice’s Individual Learning Plan (ILP)

• To provide feedback on performance and progress from PTs, Module and Course Leaders, ASLT and Mentors/Practice Supervisors

• To support apprentice to engage in effective learning and construct ILP

• To review outcomes captured in apprentice’s ILP

• To set targets for next review meeting


Quarterly (including annual review)

Review meetings between UWL Contract Manager and Contracting Authority’s apprenticeship lead Face-to-face, email and telephone ad hoc assistance as required (response within 48 hours) Agenda and meeting minutes to be agreed between parties Data to be fed back into UWL’s quality assurance processes

• To present a report on attendance and progression, any complaints received and any additional support requirements identified

• To report on achievement of milestones, any anticipated delays to completion dates and overall progress

• To report on and check the monitoring standards and performance of UWL

• To resolve any issues not dealt with on a day-to-day basis

• To discuss any business opportunities and potential innovative solutions and improvement opportunities

3 times per year

UWL College of Nursing, Midwifery and Healthcare (CNMH) Assessment Board meetings

• Contracting Authority’s apprenticeship Lead and Manager to be notified of the assessment results of individual apprentices following ratification at Assessment Board

Bi-annual Partnership meetings with representatives of all employing organisations who have apprentices on courses, attended by CNMH Dean and senior staff with HEE representation Agenda and meeting notes to be produced by UWL

• To provide opportunity for feedback on course and overall satisfaction

• To evaluate effectiveness of each course

• To provide opportunity for discussion on how changing healthcare landscape is impacting on curriculum design and delivery

• To consider way in which partnership arrangements can be improved, e.g. for recruitment and engagement

End of apprenticeship

UWL College of Nursing, Midwifery and Healthcare (CNMH) Award Board meeting

• Contracting Authority’s apprenticeship Lead and Manager to be notified of the results of individual apprentices following ratification at Award Board


27.Personal Development Planning (PDP) Personal and Professional Development is formalised within this apprenticeship. It is supported by the Personal Tutor System through stages 1-3 of the course. As well as providing evidence of having met the competencies and requirements of the Nursing and Midwifery Council, the apprentice must also show they have met the requirements of the apprenticeship standards. This will be done through the Practice Assessment Document and an online training log via Campus Press™, the online e-portfolio. Whilst the development and upkeep of the Portfolio is the responsibility of the apprentice, the personal tutors who are responsible for supporting the development of academic development, clinical skills, and professional attributes and behaviours of the apprentice will monitor the progression of the Portfolio throughout the duration of the BSc (Hons) Nursing component. To facilitate this, the Personal Tutor will have access to the Campus Press portfolio throughout the apprenticeship training, alongside the employer. The content of the portfolio will reflect the apprentice’s achievement of both the theory and practice assessments and will include results of academic assignments and feedback that reflect development across the 3 stages of the course plus reflection on feedback. Examples of evidence that will be included in the portfolio are as follows:

- Competencies achieved in each stage of the apprenticeship - Mentor sign off pages in Practice Assessment documents (NMC) - Ongoing Achievement Records (NMC) - Meetings with tutors - Meetings with ASLT’s and Mentors - Feedback from service users plus reflection on feedback - Mandatory training and updates - Any additional training that support their professional development

28. (a) QAA Subject Benchmarks / Foundation Degree Benchmarks The relevant benchmarks for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

QAA 1: Expectations of the health professional in providing patient/client services • Professional autonomy and accountability • Professional relationships • Personal and Professional Skills • Professional and employer context

QAA2: The application of practice in securing, maintaining or improving health and well-being

• Identification and assessment of health and social care needs • Formulation of plans and strategies for meeting health and social care needs • Practice • Evaluation

QAA 3: Knowledge, understanding and skills that underpin the education and trainin2 of healthcare professionals:

• Knowledge and understanding • Skills • Communication • Numeracy • Information Technology

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx


Mapping of Course Learning Outcomes against QAA Nursing Subject Benchmarks LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 L10 QAA1 √ √ √ √ √ √ √ √ √ QAA2 √ √ √ √ √ √ √ √ √ √ QAA3 √ √ √ √ √ √ √ √ √

29. (b) Department for Education (DfE) Apprenticeship Standards The relevant standards can be downloaded from: https://www.gov.uk/government/collections/apprenticeship-standards

Please map how the Course and any ‘In-Company’ delivery demonstrates meeting the standards and the ‘End-Point Assessment’. Mapping of Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health) against the Degree Apprenticeship - Registered Nurse Standard ST0293/01 is shown below:

Apprenticeship Core Domain

Generic Course Outcomes meeting the domain

Module Titles and Level

Field Specific domains met

Leadership Management and Team Working

LO8: Critically apply and evaluate innovative approaches to care to practice including up to date technology that are appropriate to the needs of the client and in line with the health service and or place of work. LO9: Practice in a manner that demonstrates the ability to respond autonomously, confidently and effectively to uncertain situations managing themselves and others effectively is responsive to the changing needs of the health service. LO10: Create and maximise opportunities that improve services, healthcare and standards of nursing practice through the use of clinical governance processes and will be able to demonstrate the potential to develop management and leadership skills during preceptorship and beyond.

Evaluating and Advancing Nursing Practice Leading and Managing Care Services ; Autonomous Professional Practice Becoming an Effective Practitioner; Nursing Practice and Decision Making 2; Leading and Managing Care Services; Evaluating and Advancing Nursing Practice; Autonomous Professional Practice

Adult Domain: Evaluating and Advancing Nursing Practice; Leading and Managing Care Services; Introduction to Public Health Mental Health Domain: Leading and Managing Care Services; Evaluating and Advancing Nursing Practice; Becoming an Effective Practitioner

Professional Values

LO1: Demonstrate professionalism and integrity and work within recognised professional ethical and legal frameworks to promote the highest standard of professional conduct and ethical practice to care for and safeguard the public.

Essential Skills for Higher Education; Search; Fundamentals of Nursing Practice; Promoting Individual Health; Introduction to

Adult Domain: Fundamentals of Nursing Practice; Protection of Vulnerable People; all practice modules Mental Health Domain: Promoting Individual Health; Fundamentals of Nursing

https://www.gov.uk/government/collections/apprenticeship-standards


LO2 Demonstrate autonomous practice and be responsible for safe; compassionate person centred/family centred evidence based practice that respects and maintains dignity and human rights LO3: Work in partnership with other health and social care professionals and agencies, service users their careers and families in all settings, ensuring that decisions about care are shared.

Professional Practice Fundamentals of Nursing Practice; Introduction to Professional Practice; Protection of Vulnerable People; Protection of Vulnerable People; Nursing Practice and Decision Making 1; Nursing Practice and Decision Making 2; Introduction to Public Health; Advancing Nursing Skills

Practice; Protection of Vulnerable People; Introduction to Health Promotion; all Practice modules

Nursing Practice and Decision Making

LO3: Work in partnership with other health and social care professionals and agencies, service users their careers and families in all settings, ensuring that decisions about care are shared. LO6: Practice autonomously, compassionately, skilfully and safely and maintain dignity and promote health and well-being. The student will also be able to assess, plan implement and evaluate care to meet the full range of essential physical and mental health needs of people of all ages taking into account how behaviour, culture, socioeconomic and other factors can affect health, illness, health outcomes and public health priorities. LO7: Demonstrate critical thinking and the ability to reflect on and in practice using the best available evidence and effective decision making skills, to provide high quality care which is shared with service users, carers and families and that also complies with local and national guidelines for example the essential skills clusters (NMC 2010) that will withstand audit and evaluation. LO8: Critically apply and evaluate innovative approaches to care to practice including up to date technology that are appropriate to the needs of the client and in line with the health service and or place of work.

Protection of Vulnerable People; Fundamentals of Nursing Practice; Nursing Practice and Decision Making 1; Developing Professional Practice; Nursing Practice and Decision Making 2; Advancing Nursing Skills; Autonomous Professional Practice Lifespan Development- Normal Anatomy and Physiology; Principles of Pharmacology and Medicines Management; Nursing Practice and Decision Making 1; Becoming an Effective Practitioner; Understanding Altered Physiology; Research in Practice; Evaluating and Advancing Nursing Practice

Adult Domain: Fundamentals of Nursing Practice; Nursing Practice and Decision Making 1; Nursing Practice and Decision Making 2; Lifespan Development- Normal Anatomy and Physiology; Principles of Pharmacology and Medicines Management; Understanding Altered Physiology; all practice modules Mental Health Domain: Fundamentals of Nursing Practice; Nursing Practice and Decision Making 1; Nursing Practice and Decision Making 2; Principles of Pharmacology and Medicines Management; Understanding Altered Physiology; all practice modules


Introduction to Professional Practice; Becoming an Effective Practitioner; Introduction to Public Health; Understanding Altered Physiology; Evaluating and Advancing Nursing Practice; Nursing Practice and Decision Making; Autonomous Professional Practice

Communication and Interpersonal Skills

LO4: Demonstrate excellent and effective communication and interpersonal skills and communication in a manner that is safe, compassionate and respectful using a wide range of strategies, interventions and technologies. LO5: Demonstrate flexibility and sensitivity when working with persons (service users and others) with disabilities to obtain information needed to make reasonable adjustments that promote optimum health and equal access to services.

Essential Skills for Higher Education; Fundamentals of Nursing Practice; Introduction to Professional Practice; Promoting Individual Health; Nursing Practice and Decision Making 1; Nursing Practice and Decision Making 2; Introduction to Professional Practice Protection of Vulnerable People; Introduction to Public Health; Nursing Practice and Decision Making 2; Autonomous Professional Practice

Adult Domain: Promoting Individual Health; Fundamentals of Nursing Practice; Protection of Vulnerable People; Introduction to Health Promotion; all Practice modules Mental Health Domain: Promoting Individual Health; Fundamentals of Nursing Practice; Protection of Vulnerable People; Introduction to Health Promotion; all Practice modules

The end point assessment is detailed on pages 41-42


30. QAA Qualification Descriptors The relevant qualification descriptors for this course can be downloaded from: http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx Benchmark standards for honours degrees

Stage 3 - Level 6 Modules

5.2 A graduate who has achieved a bachelor's degree with honours in Health Studies at the threshold level is able to:

i. demonstrate a comprehensive knowledge base as outlined in Section 3 in selected subject areas that inform health and physical and mental well-being

ii. demonstrate a comprehensive grasp of the scope and breadth of the subject

iii. critically analyse the contested nature of health using a wide range of perspectives

iv. use knowledge of the multidisciplinary nature of Health Studies to analyse health and health issues at personal, national and global levels

v. use research findings in a critical and evaluative way to demonstrate the

vi. development of Health Studies as a subject discipline vii. show a critical understanding of the diversity and

changing nature of determinants of health and the controversies that attend them

viii. critically analyse contemporary issues at the forefront of health and physical and mental well-being

ix. critically analyse a range of theories of causality relating to health and ill-health

x. critically appraise a number of theoretical and professional rationales concerning health interventions

xi. demonstrate an informed understanding of the role played by health promotion in the development of autonomous life choices

xii. critically evaluate the role of the individual and of institutions in affecting health status

xiii. critically analyse the diversity of experience and values associated with health

xiv. critically analyse different healthcare systems and underpinning health policy development

xv. critically reflect on and evaluate a range of theoretical arguments within Health Studies

xvi. demonstrate an informed understanding of ethical perspectives and the diversity of values associated with health and physical and mental well-being

xvii. critically appraise the nature of health inequalities and evaluate the impact of population interventions aimed at reducing health deficit

xviii. apply an appropriate critical framework to use and evaluate research in Health Studies

xix. cross traditional subject boundaries drawing on appropriate knowledge from other academic disciplines to reflect critically on health issues

xx. demonstrate an appreciation of using an integrated approach to an analysis of health and health issues

xxi. develop an analysis and evaluation of contemporary issues and discourses in health research and debate.

• Research in Practice • Nursing Practice and Decision Making 2 • Advancing Nursing Practice • Leading and Managing Care Services • Autonomous Professional Practice • Evaluating and Advancing Nursing Practice

(Dissertation)

General transferable skills 5.3 A graduate who has achieved a bachelor's degree with honours in Health Studies at the threshold level is able to:

i. demonstrate an ability to deploy accurately established techniques of analysis and enquiry within the subject

ii. demonstrate conceptual understanding that enables the student to devise and sustain arguments, and/or to solve problems, using different ideas and techniques, some of which are at the forefront of the subject


(Dissertation)

http://www.qaa.ac.uk/AssuringStandardsAndQuality/Qualifications/Pages/default.aspx


iii. describe and comment upon aspects of current research, or equivalent advanced scholarship, in the subject

iv. demonstrate an appreciation of the uncertainty, ambiguity and limits of knowledge demonstrate the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the subject).

5.4 A graduate who has achieved an honours degree at the threshold level also has the qualities and transferable skills necessary for employment, requiring:

i. the exercise of initiative and personal responsibility ii. decision making in complex and unpredictable contexts iii. the learning ability needed to undertake appropriate

further training of a professional or equivalent nature iv. the use of information and communications technology

to enhance digital capability in a variety of contexts v. the demonstration of self-awareness and confidence in

skills transferable to the workplace and the ability to articulate these to an employer

vi. the ability to respond appropriately to equal opportunities and diversity issues in context.


(Dissertation)

31. External Examiner Arrangements

All summative assessment, at all levels of study (i.e. Levels 4, 5 and 6) will be subject to review by the approved external examiner. As part of the UWL external examiner contract External Examiners are also required to visit practice once each academic year. The College of Nursing, Midwifery and Healthcare (CNMH) currently has several external examiners dedicated to assuring the academic standard and quality of the BSc (Hons) Nursing course. These 'critical friends" (HEA 2016) are required to undertake the assessment of the quality of the course and standards across all levels. These individuals also hold relevant and current NMC qualification and 'due regard' (Adult, Child, Learning Disability, Mental health) and are selected based on their subject and professional expertise. All CNMH applications are submitted to the External Examiners Appointment Committee (EEAC) for review and approval. If appointed the standard period of tenure is four years. The CNMH will use the existing external examiners appointed for the BSc (Hons) Nursing course as it is expected numbers will initially be small.


Appendices

Form B – Course Specification Template – Aug 17 of 56

Appendix 1: Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health) Course Plan for Applicants APLing following successful completion of the UWL Higher Apprenticeship in Health (Assistant Practitioner) and Foundation Degree

Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

2018 16 23 30 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 20 27 3 10 17 24 2 9 16 23 30 6 13 20 27 4 11 18 25 1 8 15 22 29 6 13 20 27 3 10 17 24 31 7

Ind T T E P P P P E E E E E E E P P P P PT E E E E E T T T T T E E T T P P P P P P E T T T E E E E E P P P

2019

14 21 28 5 12 19 26 2 9 16 23 30 14 21 28 4 11 18 25 1 8 15 22 1 8 15 22 29 5 12 19 26 3 10 17 24 31 7 14 21 28 5 12 19 26 2 9 16 23 30 6

P P P E E PT PT T T T T T T T P P P P P P P E E E P P P P E T T T T T T T E E E E T E E E E E E E T P P P

2020

13 20 27 4 11 18 25 1 8 15 22 29 6 13 20 27 3 10 17 24 31 7 14 21 28 7 14

P P P P P E P P P P P E E E E E E E E E E E E E E PT T/C

Practice Hours Theory Hours KEY

Stage 1 = 18 weeks @ 37.5 hrs / week =675 hrs APL = 675hrs Stage 1 = 22 weeks: @ 37.5 hrs / week = 825 APL = 825 hrs Ind Induction P Preparation for Practice

Stage 2 = 20 weeks @ 37.5 hrs / week = 750 Stage 2 = 22 weeks @37.5 hrs / week = 825 APL = 6 weeks @ 37.5hrs/ wk =225 hrs T Theory P Practice placement (apprentice will be supernumerary)

Stage 3 = 24 weeks @ 37.5 hrs / week = 900 Stage 3 = 18 weeks @ 37.5 hrs / week = 675 E Apprentice working for employer T/C Completion week

TOTAL = 2,325 Hours PTTheory / Personal tutor support /

Assessment preparation

Feb

MayAprilSept November

TOTAL: 2,325 Hours N.B. Annual leave to be agreed between apprentice and their employers during 'E' weeks

November Feb March

December Jan-20 Sept

OctoberSept Jan-22

November

October

Sept October December

February

December

SeptMay AugustJulyJuneJan-21

SEMESTER THREES E M E S T E R T W OS E M E S T E R O N E

March April

March June July August

APL - 675hrs Practice / 1050hrs Theory

Stag

e2:

Blo

ck1

Stag

e2:

Blo

ck2

Stag

e3:

Blo

ck1

Stag

e3:

Blo

ck2

Wee

ken

ding

22/1

1Co

mpl

etio

n U

WL

BSc

(Hon

s) N

ursi

ng

com

pone

nt

End Point Assessment to be undertaken following agreement with employer


Appendix 2: Course Plan for the Nurse Degree Apprenticeship, BSc (Hons) Nursing (Adult, Mental Health)

Weeks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

2018 17 24 1 8 15 22 29 5 12 19 26 3 10 17 24 31 7 14 21 28 4 11 18 25 4 11 18 25 1 8 15 22 29 6 13 20 27 3 10 17 24 1 8 15 22 29 5 12 19 26 2 9

Ind T T T T T T E E E E T T E E E E E E E E E E E T T T P P P P E T T T P P P P P T T E E E E E E E E E E

2019 16 23 30 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 20 27 3 10 17 24 2 9 16 23 30 6 13 20 27 4 11 18 25 1 8 15 22 29 6 13 20 27 3 10 17 24 31 7

PT T T P P P P P P P P P T T E E E E E E E T T T T P P P P P T T T T PT E E E E E E E P P P P PT T E E E E

2020

14 21 28 5 12 19 26 2 9 16 23 30 14 21 28 4 11 18 25 1 8 15 22 1 8 15 22 29 5 12 19 26 3 10 17 24 31 7 14 21 28 5 12 19 26 2 9 16 23 30 6

T T T T T T E E P P P P P P E E E T T T E E E P P P P P P E E PT PT T T T T T T P P P P P P P T E E E P P

2021

13 20 27 4 11 18 25 1 8 15 22 29 6 13 20 27 3 10 17 24 31 7 14 21 28 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 20 27 4 11 18 25 1 8 15 22 29 5 12

P E T T T T T T T E E E E T E E E E E E E T P P P P P P P P P E P P P P P E E E E E E E E E E E E E E PT T/C

Practice Hours Theory Hours KEY

Stage 1 = 18 weeks @ 37.5 hrs / week = 675 Stage 1 = 22 weeks @ 37.5 hrs / week = 825 Ind Induction P Preparation for Practice

Stage 2 = 20 weeks @ 37.5 hrs / week = 750 Stage 2 = 22 weeks @ 37.5 hrs / week = 825 T Theory P Practice placement (apprentice will be supernumerary)

Stage 3 = 24 weeks @ 37.5 hrs / week = 900 Stage 3 = 18 weeks @ 37.5 hrs / week = 675 E Apprentice working for employer T/C Completion week

TOTAL = 2,325 Hours TOTAL = 2,325 Hours PT Theory / Personal tutor support / Assessment preparation N.B. Annual leave to be agreed between apprentice and their employers during 'E' weeks

April

Feb

November Feb March May

SeptOctoberSept November December

February

August

Sept November

JulyApril May June

December Jan-20

February March

MayApril Sept

OctoberSept Jan-22

November

October

Sept October December

June JulyDecember August

SeptMay AugustJulyJuneJan-21

Sept

SEMESTER THREES E M E S T E R T W OS E M E S T E R O N E

March April

March June July August

Jan-19

Stag

e1:

Blo

ck 1

Stag

e1:

Blo

ck2

Stag

e2:

Blo

ck1

Stag

e2:

Blo

ck2

Stag

e3:

Blo

ck1

Stag

e3:

Blo

ck2

Wee

ken

ding

23.0

5Co

mpl

etio

n of

UW

LBS

c (H

ons)

Nur

sing

com

pone

nt

End Point Assessment to be undertaken following agreement with employer

€¦ · form b. form b – course specification template – aug 17 page 1 of 56 . course...

Documents